Spelling Instruction
Greetings. The following materials are intended to provide an introduction to Spelling Instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Frequently Asked Questions by Parents about Spelling Programs
Everyday Spelling
Elementary Writing, Vocabulary, and Spelling Enrichment
ProTeacher! Spelling lesson plans for elementary school teachers in grades K-6
LD Online: Spelling Strategies
Why Direct Spelling Instruction Is Important
HPEDSB Spelling Instruction Resources
Invented Spelling and Spelling Development. ERIC Digest
Citations from the ERIC Database
AN: EJ627305
AU: Snowball,-Diane
TI: Spelling Strategies That Work.
PY: 2001
SO: Instructor-; v110 n8 p20,21,71 May-Jun 2001
DEM: *Spelling-Instruction
DER: Elementary-Education; Relevance-Education; Teaching-Methods
AB: Presents two lessons to help students learn to spell well, explaining that students need authentic reasons for learning to spell. The strategies include (1) learning useful words (select words, list and study words, and post words) and (2) learning sounds, spelling patterns, and meaning--a spelling study (select the focus, find examples, group words, make observations, and apply the knowledge). (SM)
AN: ED451512
AU: Spagnoli,-Diane-L.
TI: The Effectiveness of Two Spelling Instruction Methods at the Second Grade Level.
PY: 2001
NT: M.A. Research Project, Kean University.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451512
DEM: *Instructional-Effectiveness; *Spelling-; *Spelling-Instruction
DER: Grade-2; Primary-Education; Teaching-Methods
AB: The goal of this study was to determine if spelling instruction was more effective when the words presented followed a general spelling pattern or when the words were randomly chosen with no correlation to spelling generalizations. In this six-week study, the spelling performance on pre and post spelling tests of nine boys and seven girls in grade two was investigated. The results suggested that both spelling instruction approaches were successful in assisting children to learn spelling words. (Contains 49 references and 2 tables of data. Appendixes contain spelling lists and 2 charts of data.) (Author/RS)
AN: EJ619370
AU: Graham,-Steve
TI: Should the Natural Learning Approach Replace Spelling Instruction?
PY: 2000
SO: Journal-of-Educational-Psychology; v92 n2 p235-47 Jun 2000
DEM: *Children-; *Cognitive-Style; *Learning-Strategies; *Spelling-Instruction; *Teaching-Methods
AB: Reviews literature on the natural learning approach as it pertains to spelling instruction, which focuses on incidental and informal methods of learning to spell. Emphasizes there is only partial support for the inherent assumptions of the approach and reports young children who receive little or no spelling instruction do as well as their counterparts in more traditional spelling programs. (Contains 98 references.) (Author/GCP)
AN: EJ608062
AU: Berninger,-Virginia-W.; Vaughan,-Katherine; Abbott,-Robert-D.; Brooks,-Allison; Begay,-Kristin; Curtin,-Gerald; Byrd,-Kristina; Graham,-Steve
TI: Language-based Spelling Instruction: Teaching Children To Make Multiple Connections between Spoken and Written Words.
PY: 2000
SO: Learning-Disability-Quarterly; v23 n2 p117-35 Spr 2000
DEM: *Learning-Problems; *Spelling-Instruction; *Teaching-Models
DER: Alphabets-; Early-Intervention; Primary-Education; Teaching-Methods
AB: Two studies compared the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training with at-risk spellers (grades 2 and 3). Differing results suggest use of a two-tier early intervention model in which first the alphabet principle is taught and applied and then the following year children are monitored with continued tutoring provided if necessary. (Contains extensive references.) (Author/DB)
AN: EJ608039
AU: Scott,-Cheryl-M.
TI: Principles and Methods of Spelling Instruction: Applications for Poor Spellers.
PY: 2000
SO: Topics-in-Language-Disorders; v20 n3 p66-82 May 2000
NT: Special Issue: The ABCs of Spelling: Development, Assessment, and Intervention.
DEM: *Instructional-Effectiveness; *Language-Impairments; *Spelling-; *Teaching-Methods; *Writing-Improvement
DER: Elementary-Secondary-Education; Word-Lists; Writing-Instruction
AB: Three methods of teaching spelling in classrooms are reviewed and critiqued from the standpoint of the poor speller. Activities vary in the extent to which they draw children's attention to phonological, orthographic, and meaning patterns. Activities and modifications shown to enhance the performance of poor spellers are presented. (Contains extensive references.) (Author/CR)
AN: ED442000
AU: Chapman,-Cathy; Dalheim,-Zoe; LaRocque,-Barbara; Mauke,-Martha; Risley,-Cynthia; Smith,-Margaret
TI: Instructional Strategies To Benefit Adolescents and Adults with Learning Disabilities. Volume 1 [and] Volume 2.
PY: 1997
AV: Western Massachusetts YALD (Young Adults with Learning Disabilities Project), Adult Learning Center/Pittsfield Public Schools, 269 First Street, Pittsfield, MA 01201, E-mail: vgirard@pittsfield.net ($36, for all 3 volumes).
NT: For Volume 3, see CE 080 296. A product of Young Adults with Learning Disabilities Project (YALD), Pittsfield Adult Learning Center, Pittsfield Public Schools, The Learning Connection, and Berkshire County House of Correction.
PR: EDRS Price MF01/PC14 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442000
DEM: *Learning-Disabilities; *Mathematics-Instruction; *Reading-Instruction; *Spelling-Instruction; *Teaching-Methods; *Writing-Instruction
DER: Adolescents-; Adult-Basic-Education; Adults-; Classroom-Techniques; Learning-Problems; Reading-Aloud-to-Others; Reading-Comprehension
AB: This two-volume notebook is part of a three-volume set containing strategies developed by experienced adult basic education (ABE) teachers in response to learning problems observed in their classrooms. Instructions on how to use the notebook with students with learning disabilities (LD) begin each volume. Volume 1 consists of these seven sections: what learning disabilities are; basic principles for teaching LD learners; glossary of terms; executive function; behavioral issues; basic reading; and reading comprehension. Sections 5-7 each contain an index to subtopics (problems), "what you need to know about" that topic, and subtopics or problems with strategies. Volume 2 consists of these five sections: reading to adolescents and adults; writing; spelling; math; and oral language. Sections 8-12 all have the same components found in Sections 5-7. Appendixes to Volume 2 contain spelling rules, syllabication descriptions, sample exercises, and a 48-item bibliography. (YLB)
AN: EJ598941
AU: Rymer,-Rebecca; Williams,-Cheri
TI: "Wasn't That a Spelling Word?": Spelling Instruction and Young Children's Writing.
PY: 2000
SO: Language-Arts; v77 n3 p241-49 Jan 2000
NT: Theme: Spelling Out Our Concerns about Spelling.
DEM: *Childrens-Writing; *Instructional-Effectiveness; *Spelling-; *Spelling-Instruction
DER: Classroom-Research; Emergent-Literacy; Grade-1; Primary-Education; Teacher-Researchers; Writing-Research
AB: Investigates effectiveness of a first-grade formal spelling program (with explicit spelling instruction and weekly spelling tests). Shows that most children knew a majority of the spelling words before being given explicit instruction, and they transferred few of their spelling words to their journals. Notes the classroom reading/writing workshop provided students daily opportunities to read and write conventionally spelled words. (SR)
AN: EJ594912
AU: Graham,-Steve
TI: Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review.
PY: 1999
SO: Learning-Disability-Quarterly; v22 n2 p78-98 Spr 1999
NT: Special Issue: Text Production Skills and Writing Development--I.
DEM: *Handwriting-; *Learning-Disabilities; *Spelling-; *Writing-Instruction; *Writing-Strategies
DER: Elementary-Secondary-Education; Teaching-Methods; Writing-Composition; Writing-Difficulties
AB: To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)
AN: EJ589336
AU: Strong,-Mary-W.; Traynelis-Yurek,-Elaine
TI: Spelling Practices in School Districts and Regions Across the United States and State Spelling Standards.
PY: 1999
SO: Reading-Horizons; v39 n4 p279-94 1999
DEM: *Spelling-Instruction; *State-Standards; *Teaching-Methods; *Textbooks-
DER: Elementary-Education; School-Districts; School-Surveys
AB: Surveys 670 school districts in 41 states requesting information on spelling-instruction practices to ascertain whether spelling texts are still widely used in the United States given the current emphasis on developmental spelling in the primary grades. Finds most states have spelling standards, but only a few coincide with the National Council of Teachers of English/International Reading Association Standards. (SC)
AN: ED432755
AU: Hagerty,-Patricia-J.; Foster,-Ann; Cobb,-Brian
TI: Teaching Spelling: A Sampling of Exemplary Practices in Poudre School District.
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED432755
DEM: *Instructional-Effectiveness; *Spelling-Instruction; *Teacher-Effectiveness; *Teacher-Improvement; *Teaching-Methods
DER: Elementary-Education; Interviews-; Student-Attitudes; Teacher-Attitudes
AB: A study examined the spelling practices of 10 classroom teachers in Poudre School District (Colorado) to determine their philosophies about teaching spelling, the practices they use, and the results they see. Subjects, 10 elementary teachers nominated "good teachers of spelling," were interviewed for approximately one hour and asked to submit examples of materials used when teaching spelling and a spelling log in which all teaching of spelling was recorded for a week. Five students from each classroom were interviewed in an attempt to determine their definition of spelling and their use of spelling strategies. Findings suggest that there is no one way to teach spelling; when teachers use programs that correlate highly with their beliefs about what is important in spelling instruction, they consider their students to be successful spellers. Recommendations include: words in a spelling list should be related to a common generalization or rule; if students choose their own words to learn, several words should be selected from which additional words with the same patterns can be generated; students should be involved in word play activities; students should be involved in many opportunities to write for "real" reasons; and spelling grades should be determined on the correctness of spelling in written work. (Contains an executive summary and 6 references.) (SC)
AN: ED432014
AU: Westwood,-Peter
TI: Spelling: Approaches to Teaching and Assessment.
PY: 1999
AV: ACER Press, 19 Prospect Hill Road, Camberwell, Melbourne, Victoria 3124, Australia.
PR: Document Not Available from EDRS.
DEM: *Instructional-Effectiveness; *Spelling-; *Spelling-Instruction; *Teaching-Methods; *Writing-Improvement
DER: Benchmarking-; Elementary-Education; Foreign-Countries; Learning-Problems; Student-Attitudes; Testing-
AB: Providing an overview of some of the effective ways of helping students to develop and improve their spelling skills, this book emphasizes the importance of explicit teaching. The first chapter considers current issues and perspectives in spelling. The second chapter discusses how children acquire spelling skills, and the third chapter discusses individual differences among spellers. The fourth chapter recommends several teaching approaches, and the fifth chapter gives guidelines for assessing spelling. The sixth chapter recommends 22 useful resources. (Contains 132 references; 4 appendixes contain a glossary of 19 terms, a 125-item list of most commonly used words in children's writing, a South Australian Spelling Test, and four diagnostic tests.) (SC)
AN: EJ571140
AU: Madrid,-Dennis; Terry,-Barbara; Greenwood,-Charles; Whaley,-Martha; Webber,-Niza
TI: Active vs. Passive Peer Tutoring: Teaching Spelling to At-Risk Students.
PY: 1998
SO: Journal-of-Research-and-Development-in-Education; v31 n4 p236-44 Sum 1998
DEM: *Black-Students; *High-Risk-Students; *Peer-Teaching; *Spelling-Instruction
DER: Grade-1; Primary-Education; Reading-Skills; Teaching-Methods; Tutoring-
AB: Examined the effects of active versus passive peer tutoring among African American first graders at risk for school failure, comparing both types of tutoring to teacher mediated instruction. Results of weekly spelling tests indicated that both peer tutoring methods produced spelling scores superior to scores in the teacher mediated group. Passive and active peer tutoring were equally effective. (SM)
AN: ED424559
AU: Pinnell,-Gay-Su; Fountas,-Irene-C.
TI: Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom.
PY: 1998
AV: Heinemann, 88 Post Rd., W., Box 5007, Westport, CT 06881-5007; Tel: 800-793-2154 (Toll-Free); Fax: 203-222-1502 ($32.50).
NT: A companion volume to "Guided Reading: Good First Teaching for All Children," ED 400 506.
PR: Document Not Available from EDRS.
DEM: *Phonics-; *Reading-Instruction; *Spelling-Instruction; *Word-Recognition; *Writing-Instruction
DER: Classroom-Environment; Primary-Education; Student-Evaluation; Teaching-Methods
AB: This book presents essential information on designing and implementing a high-quality, systematic literacy program to help children learn about letters, sounds, and words. The central goal is to teach children to become "word solvers": readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. The book presents the theoretical underpinnings and practical wherewithal of word study in three contexts: word study, writing, and reading. After an introduction, chapters in the book are: (1) Eight Principles of Literacy Learning; (2) Designing a Quality Literacy Program; (3) Becoming a Word Solver; (4) A Dynamic Classroom Environment for Word Solving; (5) Interactive Word Walls and Charts; (6) What Teachers Need to Know about Language; (7) Building on Early Learning; (8) What's in a Word? Phonological and Orthographic Awareness; (9) What Children Need to Know about Letters and Words; (10) Assessing What Children Know; (11) Word-Solving Strategies: Organize to Teach; (12) Teaching for Print and Sound Knowledge; (13) Word Explorers: Teaching Strategies That Promote Active Inquiry; (14) A Comprehensive Word Study System; (15) Interactive Writing: Developing Word-Solving Strategies; (16) The Writing Workshop: Support for Word Learning (by Mary Ellen Giacobbe); (17) Reading Instruction: Systematic Observation and Teaching for Word Solving; (18) Guided Reading: Powerful Teaching for Word Solving; (19) Establishing Benchmarks for Progress; and (20) Thinking Comprehensively about Word Solving. Contains 51 references; appendixes contain a list of alphabet books and books for word play, an alphabet linking chart, 31 word lists, and 19 perforated materials. (RS)
AN: EJ568437
AU: Johnson,-Andrew-P.
TI: Word Class: Using Thinking Skills to Enhance Spelling Instruction.
PY: 1998
SO: Reading-Horizons; v38 n4 p257-65 1998
DEM: *Spelling-Instruction; *Thinking-Skills
DER: Class-Activities; Classroom-Techniques; Elementary-Education; Instructional-Effectiveness; Vocabulary-Development
AB: Describes an approach to spelling--word class--that combines a self-selected approach to spelling instruction and thinking skills. Suggests that this approach helps students become more sensitive to letter patterns and word parts, adds depth and dimension to their vocabulary, teaches thinking skills, creates more authentic thinking and writing experiences, and values students' ideas. (PA)
AN: ED423511
AU: Rosencrans,-Gladys
TI: The Spelling Book: Teaching Children How To Spell, Not What To Spell.
CS: International Reading Association, Newark, DE.
PY: 1998
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139; Web site: http://www.reading.org
PR: EDRS Price MF01/PC08 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED423511
DEM: *Phonics-; *Spelling-; *Spelling-Instruction; *Whole-Language-Approach
DER: Elementary-Education; English-Second-Language; Learning-Disabilities; Middle-Schools; Parent-Participation; Student-Evaluation; Student-Needs; Teaching-Methods
AB: A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to teach children to spell as part of the entire language arts program. It acknowledges that spelling must be taught directly but argues that traditional methods of teaching spelling may often fail students. The book advocates the introduction of spelling as a meaningful activity through both structural lessons and the use of "teachable moments" during lessons across all content areas. Following an informational preface, chapters in the book are: (1) Teaching Spelling: An Introduction; (2) What We've Learned from Research; (3) Spelling Goals: How and What Do I Want To Teach?; (4) Generic Spelling Strategies; (5) Ongoing Assessment and Evaluation of Students' Spelling; (6) Getting Started with Spelling Instruction; (7) Guided Word-Study Lessons; and (8) Parents as Spelling Partners. (Contains 59 references and 36 "Black Line Masters," or teaching lessons.) (RS)
AN: ED417376
AU: Ediger,-Marlow
TI: Spelling and the Language Arts.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED417376
DEM: *Handwriting-; *Spelling-; *Spelling-Instruction
DER: Computer-Uses-in-Education; Elementary-Education; Student-Needs; Teaching-Methods
AB: Pupils need to become good spellers to communicate effectively with others. Pupils should understand the meaning of words to be mastered before studying their spelling. Teachers need to provide a variety of learning opportunities to assist pupils in learning to spell words correctly. Pupils should develop a definite methodology in learning to spell words. Pupils need to perceive reasons for learning to spell a given set of words. The spelling curriculum should be as individualized as possible. Creativity should be stressed in pupils learning to spell words. Although not recently developed, the Dolch list of 220 words has merit because the words are commonly used by pupils in everyday reading and writing. Selected cautions that teachers need to be aware of when teaching spelling include: do not "go overboard" on phonics; many words in spelling textbooks may not be truly useful for pupils to learn to spell; and too often pupils are taught as if all possess readiness for the same number of words to be mastered in spelling. Computer use is one way to strengthen teaching and learning of spelling. Illegible handwriting may be a major cause for incorrect spelling of words. There needs to be a proper balance among understandings, skills, and attitudinal objectives in handwriting instruction. Good handwriting that is legible needs to be stressed throughout the different curriculum areas. Improved communication results when quality spelling and handwriting are involved. Spelling and handwriting skills can best be developed in context within the writing activity. (RS)
AN: ED407668
AU: Gentry,-J.-Richard
TI: My Kid Can't Spell!: Understanding and Assisting Your Child's Literacy Development.
PY: 1996
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($13.95).
PR: Document Not Available from EDRS.
DEM: *Parent-Participation; *Spelling-; *Spelling-Instruction
DER: Developmental-Stages; Elementary-Education; Parent-Student-Relationship; Reading-Difficulties; Student-Evaluation; Teaching-Methods
AB: Intended for parents of K-8 children who want to take an active role in their children's reading, writing, and spelling development, this handbook presents guidelines, tools, and strategies to help children spell better, read better, and write better. The handbook provides developmental guideposts to track children's literacy; tips for helping children progress through early spelling stages; a test to determine children's spelling level; strategies to help children visualize words; ways to identify poor spelling instruction at school; and how to recognize if a child has a spelling disability. Chapters in the handbook are (1) Spelling Right from the Start; (2) Is Your Kindergartner or First Grader Developmentally on Track?; (3) How Well Does Your Child in Second through Eighth Grade Spell?; (4) Is Your Child on Grade Level?; (5) Can Your Child Visualize Words?; (6) How to Identify a Really Bad Spelling Lesson; (7) Spelling and Academic Disaster; and (8) Supporting Your Child's Education. Appendixes present spelling rules and spelling strategies to use at home. (RS)
AN: ED406659
AU: Hong,-Min; Stafford,-Patsy
TI: Spelling Strategies That Work: Practical Ways to Motivate Students to Become Successful Spellers. Grades K-2.
PY: 1997
AV: Scholastic, Inc., 2931 East McCarty Street, Jefferson City, MO 65102 ($10.95).
PR: Document Not Available from EDRS.
DEM: *Learning-Strategies; *Spelling-Instruction; *Student-Motivation
DER: Case-Studies; Class-Activities; Classroom-Research; Classroom-Techniques; Instructional-Improvement; Primary-Education; Student-Evaluation; Student-Needs; Teacher-Developed-Materials; Teaching-Methods; Word-Lists; Writing-Instruction; Writing-Workshops
AB: This book, designed by teachers for teachers, contains activities and assessment ideas for developing a classroom spelling program individualized to meet the needs of each child. The book discusses the traditional methods of teaching spelling versus today's research-based methods. Noting that in the classrooms discussed, spelling has been integrated into every aspect of literacy, the book follows teacher research of four students' spelling work through their first- and second-grade years. Chapters in the book are entitled: (1) What Makes a Good Speller; (2) Creating a Writing Workshop: The Foundation of Spelling and Phonics; (3) Creating a Spelling Program to Meet Individual Needs; (4) A Look at Children's Spelling Over 2 Years; and (5) Evaluation and Assessment. The book contains student writing samples, word games, mini-lesson suggestions, supplies lists, and small group lessons. Appended are reproducible pages including word lists, teacher conference check lists, a student help chart and self-evaluation chart, and a writing rubric. (CR)
AN: EJ541069
AU: Fulk,-Barbara-M.
TI: Think While You Spell: A Cognitive Motivational Approach to Spelling Instruction.
PY: 1997
SO: TEACHING-Exceptional-Children; v29 n4 p70-71 Mar-Apr 1997
DEM: *Cognitive-Structures; *Learning-Disabilities; *Mild-Mental-Retardation; *Spelling-Instruction; *Student-Motivation
DER: Elementary-Secondary-Education; Teaching-Methods
AB: Describes 11 spelling strategies for students with mild disabilities that enhance student motivation and can be used to reinforce existing spelling curriculums with no additional materials. Some of the modifications include stressing the relevance of spelling; implementing test-teach and test-correction methods; using an analogy strategy; and encouraging effective study, goal setting, peer tutoring, and positive attributions. (CR)
AN: EJ540593
AU: Zutell,-Jerry
TI: The Directed Spelling Thinking Activity (DSTA): Providing an Effective Balance in Word Study Instruction.
PY: 1996
SO: Reading-Teacher; v50 n2 p98-108 Oct 1996
DEM: *Spelling-; *Spelling-Instruction
DER: Class-Activities; Elementary-Education; Teaching-Methods
AB: 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)
AN: ED395296
TI: How Do You Spell...? A Teacher's Guide to Spelling Instruction.
CS: Texas Education Agency, Austin.
PY: 1996
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED395296
DEM: *Class-Activities; *Spelling-; *Spelling-Instruction
DER: Classroom-Techniques; Curriculum-Development; Elementary-Secondary-Education; Instructional-Effectiveness; Surveys-; Teaching-Methods
AB: Noting that just as some children learn to read with little instructional assistance, some will learn to spell accurately with little or no help from their teachers, this teacher's guide presents activities and suggestions that serve as a resource for instructional planning rather than a recipe to be followed in precisely measured steps. After an overview about spelling in Texas and a discussion of generalizations about effective spelling, sections of the teacher's guide present the developmental stages in learning to spell, instructional vignettes and activities for classrooms, additional instructional activities, and sample letters to parents and a sample student survey. Contains 40 references. Appendixes present a sample test item, a self-corrected test, and a "Have-a-Go" sheet. (RS)
AN: ED386685
AU: Bear,-Donald-R.; and-others
TI: Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
PY: 1996
AV: Merrill, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($22).
PR: Document Not Available from EDRS.
DEM: *Phonics-; *Reading-Skills; *Spelling-Instruction; *Vocabulary-Development; *Word-Recognition; *Word-Study-Skills
DER: Class-Activities; Developmental-Stages; Elementary-Education; Teaching-Methods
AB: Based on the research on invented and developmental spelling, this book provides a practical way for teachers to study words with students. The framework of the book is keyed to the five stages of spelling or orthographic development so that it complements the use of any existing phonics, spelling, and vocabulary curriculums. The book presents more than 300 word study activities which are set up to follow literacy development from emergent to more mature, specialized stages. Often presented in a game-like format, these activities are actually mini-lessons that draw upon what students concurrently are learning in developmental reading and writing. Chapters in the book are (1) How Words Are Learned; (2) Words and the Development of Orthographic Knowledge; (3) Getting Started: The Assessment of Orthographic Development; (4) What Is Word Study?; (5) Word Study for Emergent Learners in the Preliterate Stage; (6) Word Study for Beginners in the Letter Name Stage; (7) Word Study for Transitional Learners in the Within Word Pattern Stage; and (8) Word Study for Intermediate and Specialized Readers and Writers in the Syllable Juncture and Derivational Constancy Stages. Contains 107 references. A 109-item glossary and a 74-item list of children's literature for word study are attached. (RS)
AN: EJ510063
AU: Fulk,-Barbara-Mushinski; Stormont-Spurgin,-Melissa
TI: Fourteen Spelling Strategies for Students with Learning Disabilities.
PY: 1995
SO: Intervention-in-School-and-Clinic; v31 n1 p16-20 Sep 1995
DEM: *Learning-Disabilities; *Spelling-Instruction; *Study-Skills; *Teaching-Methods
DER: Elementary-Education; Learning-Strategies; Skill-Development; Student-Motivation
AB: Strategies to optimize spelling instruction for students with learning disabilities are presented. Teacher-directed techniques involve a test-teach-test sequence, reduced word lists, reinforcement, imitation plus modeling, analogy strategy, and constant time delay. Eight study techniques to help students improve their spelling skills are also presented. (SW)
AN: ED382939
AU: Coiner,-John-M.
TI: Is Word Study the Best Approach to Spelling Instruction? A Study in the Effectiveness of Word Study vs. a Traditional Approach to Spelling Instruction.
PY: 1995
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED382939
DEM: *Instructional-Effectiveness; *Spelling-Instruction; *Word-Study-Skills
DER: Comparative-Analysis; Grade-5; Intermediate-Grades; Public-Schools; Teacher-Attitudes
AB: A study investigated the source of teacher frustration concerning their students' spelling abilities and whether or not word study increases retention as opposed to a traditional approach to spelling instruction. Subjects, 16 fifth-grade students at a public school in a suburban area of central Virginia, were formed into groups based on performance on a qualitative inventory of word knowledge. Subjects were exposed to a word study approach to spelling instruction for two weeks. Posttests were administered at the end of each week of instruction, and retention tests were administered two weeks after completion of instruction. Results indicated that: (1) no significant difference between posttest scores of the group and the year-to-date average; (2) none of the instructional groups showed statistically significant increases on the posttests; and (3) one group scored significantly higher on the retention test after the word study instruction, another group's scores neared statistical significance, and the third group scored better after traditional instruction than after word study instruction. A survey (completed by 16 of the 32 teachers at the school) of the teaching staff investigated whether a correlation existed between the teachers' comfort level with word study instruction and their implementation of a word study program. Results indicated a positive correlation which did not reach statistical significance; a high percentage of teachers who did not implement basic aspects of a word study approach; and a low comfort level. (Contains 20 references and eight unnumbered figures of data.) (RS)
AN: EJ490995
AU: McNaughton,-David; and-others
TI: Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice.
PY: 1994
SO: Learning-Disability-Quarterly; v17 n3 p169-85 Sum 1994
NT: Special Issue on Academic Instruction.
DEM: *Learning-Disabilities; *Spelling-Instruction; *Teaching-Methods
DER: Elementary-Secondary-Education; Instructional-Effectiveness; Theory-Practice-Relationship
AB: Examination of 27 studies on spelling instruction for students with learning disabilities suggests several activities that may enhance learning, such as limiting number of new words introduced, facilitating student-directed and peer-assisted instruction, providing immediate error correction, and including instruction in morphemic analysis. Future research directions are noted. (Author/JDD)
 Spelling For Writing Book 1 |
Other Resources (available either for sale or via interlibrary loan)
Title: Best practices in spelling instruction.
Year: 2000
Publisher: Golden, CO: Jefferson County Public Schools
Title: Word journeys: assessment-guided phonics, spelling and vocabulary instruction
Author(s): Ganske, C.
Year: 2000
Publisher: New York ; London : Guilford
Title: Multi-level spelling instruction
Author(s): Scott, B. & Turville, J.
Year: 1999
Publisher: Napanee, Ont.: S&S Learning Materials
Title: The spelling Connection: integrating reading, writing, and spelling instruction
Author (s): Cramer, R. L.
Year: 1998
Publisher: New York: Guilford Press
Title: Spelling instruction
Year: 1997
Publisher: Arlington, VA: Educational Research Service
Title: Spelling : development, disability, and instruction
Author(s): Moats, L. C.
Year: 1995
Publisher: Baltimore : York Press
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Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
