A revised approach to teaching French orthography should aim at error prevention and emphasize differences between teaching spelling in the native language and in French. An analysis of spelling errors in the third, fourth, and fifth years of French yields some suggestions for evaluation and error prevention. (IFS/WGA)

The analyses of 11 language arts programs are based on searches into the instructional design of the programs. Four elements--intents, contents, methodology, and means of evaluation--are considered in the analyses. (Author/MLF)

Six articles on the subject of testing are reviewed. The following themes are discussed: cloze tests, spelling tests and testing the student's total vocabulary. (Text is in German.) (IFS/WGA)

Describes the structured internalization spelling method, which uses a series of small, graduated steps to teach students with learning disabilities to transcribe phonological sounds (phonemes) as alphabetic letters (graphemes) onto paper. The implementation of the program and the benefits of structured internalization are presented along with a…

This study compared effectiveness of word sorts on word recognition, pseudo-word recognition, phonological awareness, and spelling among 16 children with mental retardation or undiagnosed reading problems. Both groups completed sorts successfully, but children without disabilities made greater gains on a pseudo-word naming task. (Contains…

Among 28 upper elementary learning-disabled students in a summer remedial program, those that were taught spelling with explicit rule-based strategies out-performed students presented with a visual imagery mnemonic on unit tests, a posttest, and a standardized spelling test. Contains 20 references. (SV)

A classwide peer tutoring procedure was implemented in an urban elementary school classroom of 23 students, to improve students' spelling performance. Results indicated the untrained or collateral tutoring behaviors increased the academic response frequencies of three tutees and the weekly spelling achievement of one target tutee. (Author/DB)

Single-subject studies conducted with 7 hearing-impaired students (aged 6-19) provided empirical support for determining the effectiveness of computerized versus noncomputerized instructional methods and the effectiveness of certain types of software. Drill and practice software helped students learn spelling and vocabulary, but a game-simulation…

Considers the effects that might issue from an integration of decoding and spelling for the instruction of disabled readers. Proposes a structural-historical approach reflecting the patterns and word origins inherent in the English spelling system. Provides an alternative to both isolated phonics instruction and the whole-language approach. (HB)

Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

Discusses the use of invented spelling to help kindergarten students learn to spell. It provides a natural foundation for building spelling abilities by making students think about words and generate new knowledge. Activities are suggested and guidelines are presented for a developmentally sensitive spelling program. (SM)

Discusses the marginalization of spelling instruction. Presents several classroom implications supported by research on the development of orthographic knowledge as reflected in children's spelling errors. Addresses the issues related to placement, assessment, word study, and writing. (RS)

Describes teaching methods and techniques found to be useful by practicing teachers, including tips for spelling instruction, grading essays, and for fostering writing skills among student writers. (HB)

Comparison of special education teacher (n=18) and computer-scored curriculum-based measurements (CBM) of spelling found that computer scoring accuracy was significantly higher and more stable. Additionally, high correlations were found between the CBM spelling scores and a standardized test of spelling achievement. (DB)

Describes how elementary teachers can get good results using invented spelling in the classroom. The article presents the history of invented spelling and whole-language learning, then explains how to use core word lists, avoid sloppy drafts, conduct conferences, teach spelling effectively, and create a balance between writing and spelling. (SM)