Supporting early writing skills in pre-kindergarten lays an important foundation for later writing achievement as well as reading achievement. Specifically, encouraging children to write affords teachers the opportunity to provide scaffolds to improve spelling development. Teachers, however, tend to provide more support than necessary to guide…

Competing theories are quite common in education. In spelling research, two general perspectives have emerged over the years: stage theory and repertoire/alternative theories. Exploring these perspectives is important because teachers need to understand how spelling knowledge is critical for learning to read words and to write them. Stage theory…

Spelling instruction has been researched over the last several decades, but unfortunately, researchers have determined that best practices have not generally transferred to classroom practice. The authors explored how quality word study professional development rooted in nonnegotiable tenets provided a framework for teacher and student…

Research has indicated that adding mind-set and self-regulation strategy instruction to the writers' workshop framework may improve motivation, independence, and academic success in young writers. Invented spelling can strengthen the relation between phonological and orthographic representations. The authors examined the impact of growth mind-set…

Making spelling instruction effective, fun, practical, and meaningful is a challenge faced by many teachers. Spelling is traditionally taught with prepackaged word lists using a test-practice-test method, which results in little transfer to independent word use. Because spelling is an important component and gauge of literacy skills, students need…

Spelling proficiency is crucial to young students' feelings of success and an important part of overall literacy. In fact, poor performance in spelling often reduces motivation for general literacy. Unfortunately, spelling instruction is often inconsistent in elementary schools. Using Achievement Goal Theory, the authors describe how students'…

This article describes nine tips for implementing a word study program in the K-2 classroom. These tips are based on the results of four classroom-based qualitative research projects collaboratively conducted by a university professor and four primary-grade teacher-researchers. The article suggests that through small-group word study instruction…

Phonics and fluency have been identified as two essential elements in the effective teaching of reading. Although normally considered two distinct elements of the reading curriculum that are separate, through the use of rhyming poetry both phonics and fluency can be taught in a synergistic and authentic manner. In this article, the authors explore…

Offers views on the reading-spelling relationship by two spelling researchers, Jerry Zutell and J. Richard Gentry. Points out that all research supports some degree of formal word study. (MG)

Describes Spelling Cheerleading, a whole-group activity for spelling practice connecting the visual, auditory, and kinesthetic that students enjoy. (SR)

Reducing letters to stick symbols facilitates learning spelling patterns for beginning readers, remedial students, adults, and people for whom English is a second language. (JM)

Argues that knowing the stages of spelling development can help teachers guide students to spelling improvement, consciousness, and competency. Suggests teaching methods. (FL)

Describes the Directed Spelling Thinking Activity (DSTA), a technique that applies basic concepts from a language-based literacy learning approach to word study. Describes the conceptual framework, planning, and activities. Offers an example from students' writing. (SR)

Reports on ERIC documents that review research on spelling and that suggest practical activities for spelling instruction. (HOD)

Describes "Word Building," a system for teaching phonics based on students' natural tendency to seek out pronounceable word parts. Describes how one spelling pattern might be taught in a typical lesson. (SR)