Presents an overview of research on the teaching of spelling. Emphasizes that spelling is a subject that can be taught, and instruction has two major objectives: the automatic spelling of a security list and the ability to apply correct spelling in written communication. Focuses on study methods, testing, recording progress, dictionary use, and…

To teach spelling, there is no need for a spelling book; instead use a word list and a dictionary and have students do a lot of writing. (DD)

Reports on observations in 34 class periods of six elementary teachers teaching spelling. Notes that much of the time was not devoted to actual instruction. Reviews the methods of spelling instruction that research has found effective and recommends ways that administrators can help improve spelling instruction, including classroom observation.…

Examines research evidence concerning the feasibility of a diagnostic approach to the teaching of spelling, presenting some suggestions based on that evidence for improving spelling instruction. (MP)

A study of elementary school students investigated the effects of immediate feedback during a spelling pretest compared to the usual delayed feedback after dictation of an entire word list. Results indicated a small degree of difference between methods. (Author/DF)

The program described in this book enables children and adults to spell 96 percent of the words they use correctly, to develop a spelling conscience and the necessary dictionary skills to enable correct spelling of the remaining 4 percent, and to provide the encouragement and practice that will lead to skill and enjoyment in manipulating language.…

An experimental program was initiated into the Glenview (Illinois) Public Schools in 1964 to help elementary students learn to spell correctly and to write fluently. The spelling approach was based on the assumptions that students learn correct spelling best from a word list, that an initial test identifies normally misspelled words, and that…