HELP WITH SPELLING
USE TECHNOLOGY
There are software programs that offer
students opportunities to practice their
spelling skills within individualized teaching
formats and instructional learning games
USE SPELLING GAMES
Teacher-made and technology-based
spelling games can motivate students and
give them the opportunity to practice
spelling skills in a nonthreatening
environment
(L. A. Harris, 2007)
TEACH DICTIONARY SKILLS
By teaching dictionary skills students can
confirm the spelling of their unknown or
irregular words, spelling demons, confusing
rules, and difficult word combinations
(Moats, 2006)
TEACH STUDENTS TO PROOFREAD
AND TO CORRECT SPELLIN
ERRORS
Spelling can be enhanced by giving
students the knowledge of proofreading
their work and how to correct it
(Moats, 2006)
RESOURCES EDUC 230
Cor Corcos, E., & Willows, D.M. (2009). Processing
words varying in personal familiarity (based on
Help Me
Spell
reading and spelling) by poor readers and age-
matched and reading-matched controls.
Remedial
and Special Education.
Gentry, J. R. (2005). Instructional techniques for
emerging writers and special needs students at
kindergarten and grade 1 levels. Reading and
Writing Quarterly: Overcoming Learning
Difficulties.
Harris, L. A. (2007). Adolescent literacy: Wordy study
with middle and high school students. Teaching
Exceptional Children Plus.
http://escholarship.bc.edu/education/tecplus/vo1
3/iss
4/art4
Howard, S., DaDeppo, L. M. W., & De La Paz, S.
(2008). Getting the bugs out with PESTS: A
mnemonic approach to spelling sight words for
students with learning disabilities. Teaching
Exceptional Children Plus.
http://escholarship.bc.edu/education/tecplus/vo1
4/iss
5/art3
Moats, L. C., (2006, Winter). How spelling supports
reading and why it is more regular and
predictable
than you may thing. American Educator.
Reed, D. K., (2008). A synthesis of morphology
interventions and effects on reading outcomes
for Danni Wallace
students in grades K-12. Learning Disabilities
Research and Practice.
Sayeski, K. L., (2011). Effective spelling instruction EDUC 230 M13
for students with learning disabilities.
Intervention in
School and Clinic.
 APPROCHES
RULE-GOVERNED APPROCHE
Promotes spelling skills by teaching
students to use morphemic and phonemic
analysis and basic spelling rules.
(Reed, 208; Sayeski, 2011)
Linguistic spelling
Spelling instruction focuses on the rules of
spelling and patterns related to whole words
(Gentry, 2005)
Phonetic spelling
Based on learning to apply phoneme-
grapheme correspondence within parts of
words.
WHOLE-WORD APPROCHE
Helps students focus on the whole word
through a variety of multisensory activities
Test-study-test procedures
In this method students take a pretest on a
fixed list of words, study the words they
misspelled, and then take a post-test to
assess what words they have mastered
Corrected-test methods
With this method, you can guide students in
correcting their spelling errors by spelling
words orally while students correct them
Word study techniques
This technique can include writing and
saying the word, comparing the written
word with a model, tracing and saying
the word
TEACHING SPELLING WHY DO WE NEED SPELLING?
ANALYZE STUDENTS SPELLIN
Explain the importance of spelling, this
ERRORS
You can observe your students while they
can motivate students to improve their
spell and their spelling products to note the
progress and they type of errors they could
be making
spelling skills. Make sure to emphasize
(S. Howard et al., 2008)
CHOOSE PERSONALIZED AND the relevance of spelling, make the
RELEVANT SPELLING WORDS
personalizing their spelling words and
focusing initially on a core of frequently connection among spelling, reading and
used words as well as on words that are
part of the students listening, writing, and writing to your children.
spelling vocabulary
(Corcos & Willows, 2009)
TEACH STUDENTS TO USE CUES
AND LEARNING STRATEGIES
Provide a chance for students to learn the
meanings and sound-alike cues, mnemonic
devices and configuration cues to help the
students figure out the correct spellings
(Sayeski, 2011)