Spelling

Children follow a predictable sequence when they develop skills in spelling. This is true of good spellers, poor spellers, and those with a spelling disability. This valuable text describes these developmental steps involved in learning to spell, describes a study of errors in students’ spontaneous writing samples, and provides extensive information on spelling assessment.

Descriptions of the components of effective spelling instruction furnish the reader with detailed information he or she can put to immediate use:

»»Instruction for good spellers
»»Instruction for poor spellers
»»Modeling and feedback
»»Multisensory instruction
»»Scope and sequence of spelling instruction
»»Explicit practice with phonemic analysis
»»Teaching sound–symbol correspondences
»»Conditional word and syllable patterns
»»Homophones
»»Latin and Greek morpheme patterns
»»Instructional strategies across the sequence
»»Integrated lesson planning