Presents annotations of 11 conference papers, journal articles, and research reports published from 1989 to 1991 that deal with effective techniques for spelling instruction. (RS)

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…

Describes tracing and kinesthetic techniques (often used with severely disabled readers) which may help extremely poor spellers in first-year writing classes. (SR)

Presents strategies for incorporation into elementary level spelling programs to help students become real-world spellers. The article explains how to make spelling part of the writing process by expanding the word bank, improving proofreading skills, building dictionary skills, and conducting a roundup spelling test to practice new skills. (SM)

Reviews studies that assessed spelling accuracy in writing. Reveals that first-year college students spell quite well, with 97.7% to 99.8% accuracy. Concludes that people reach such high levels of accuracy not through formal instruction or from writing, but most likely from reading. (SR)

This paper describes a computer-based spelling program grounded in programed instructional techniques and using constructed-response matching-to-sample procedures. Following use of the program, two mentally retarded men successfully spelled previously misspelled words. (JDD)

Describes one way that an adopted speller can be adapted so that it contributes to the overall spelling program via a spelling workshop. Discusses daily happenings in the spelling workshop. (SR)

Employed a trial-by-trial analysis of spelling-strategy use to examine whether the overlapping-waves model could account for strategy choices in spelling for children tested in first and second grade. Found that the model was useful for understanding the development of spelling, despite the fact that explicit use of backup strategies had a minimal…

Describes a method of modifying a spelling curriculum to meet the academic needs of gifted learners. Word Class combines a self-selected approach to spelling instruction with thinking skills and enables gifted learners to make choices about their learning as they engage in creative, high-level thinking. (Author/CR)

Suggests a symposium of teacher researchers represents benefits educators can reap when they take charge of their own professional development, but it also represents barriers they can encounter when they seek to create structures where decisions are negotiated and multiple perspectives heard. Explores these tensions and considers implications.…

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…

Highlights the teacher's critical role in spelling instruction and provides examples of how to support spelling development in classrooms. Argues that educators need to look closely at children's emerging capacities as writers, focusing especially on the issue of invented spelling, and its use and misuse in classroom practices. (SG)

Over the last 30 years, much has been learned about how children develop as spellers. During that time, the literary confidence of many kindergarten, 1st-, and 2nd-grade children has been damaged by insisting they use conventional spelling when, in their thinking, it is impossible to understand how words can be spelled conventionally. This article…

While acknowledging the undeniable differences between a shallow, transparent orthography like that of Spanish and a deep, asymmetrical spelling system such as is found in English, this article asserts that there are also marked similarities between them. Both orthographic systems violate the universal phonemic principle in exactly the same three…

A remedial spelling training approach is presented which systematically combines certain visualizing and verbalizing methods to foster dyslexic students' orthographic knowledge and strategy use. It essentially depends upon an integrative application of algorithmic graphs and verbal self-instructions: Visualization and verbalization are intended…