Discusses the inaccuracy of the rule which states "Write i before e except after c. . ." and urges the adoption of a simplified spelling system. (DD)

Suggests that students be permitted an opportunity to attempt creative spellings. (DD)

Reviews the major findings of psycholinguistic research and suggests its implications for the teaching of spelling. (DD)

Explores the historical and contemporary parallels and divergences that exist across a number of issues: the nature of the system of English spelling; the nature of the learner; the nature and scope of research on the learning of spelling or orthographic structure; and the nature of spelling instruction. (RS)

Offers a fanciful dialog between Socrates and his followers to present findings about spelling development. Discusses the work of two scholars (Frank Smith and Steven Krashen); then discusses various hypotheses. Concludes that effective spellers get to be that way because they read as if they were writers; and a strong relationship exists between…

Uses conversations with children to illustrate the vital role that writing plays in spelling development from kindergarten to the end of sixth grade. Looks at how good spellers approach words with the eyes of a writer, how writers take responsibility for their spelling, and how one writer described the link between spelling and writing for an…

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

Seven characteristics of an effective spelling program, supported by multiple independent research studies, are examined along with their implications for learning to spell. (HTH)

Describes a second grade teacher's shift from weekly spelling tests to a truly integrated language arts program. Concludes that children grow in spelling when teachers support them as readers and writers; children need time to explore language and words; and spelling should be taught with authentic reading and writing activities. (RS)

A review of research which concludes that there is no cause and effect relationship between speech errors and spelling errors, that there is a relationship between Black English and certain spelling errors, and that there is conflicting evidence on the use of intensive phonics in spelling programs. (DD)

Discusses research on the nature and strategies of children's invented spelling, including a developmental model of such spelling. Suggests ways to encourage invented spelling, while examining whether it will interfere with learning to read and write standard spelling. (HTH)

Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

Indicates in poetic form the author's doubts about electronic devices that emphasize spelling drills; notes her preference for instruction based on patterns of language. (GT)

Offers a model of the spelling process and suggests a framework for diagnosis and for grouping of words. (DD)

Considers if a spelling program that is based on explicitly teaching words from children's own writing makes a difference in their conventional use of these words in future writing. Concludes that the spelling list they generated from student writings were not much better at predicting the words students would need for their journal writing than…