The types of spelling programs that are effective for typically developing students may not be effective for students with LDs. Ehri, 1991), current research suggests that learners move back and forth fluidly between the stages (Overlapping waves theory e.g. While researchers used to think that learners moved through the strategy stages in turn (Stage theory e.g. meaning-pattern representation (adding a suffix for past tense).sound-pattern representation (EEL for “peel”) and.
sound-to-letter mapping (PLES for “please”).When confronted with an unfamiliar word, students use one of the following four strategies: Regardless of which spelling program is utilized in the classroom, researchers have found that learners follow through four general stages of spelling strategies. students complete spelling lists for their grade level). Basal spelling programs develop skills based on incrementally more complex words by grade level (e.g. students complete an individualized program based on their needs). Developmental word study programs focus on developing remedial strategies that are appropriate for the individual’s strategy stages (e.g. students add words to spelling list that were misspelled on science report). Incidental writing programs focus on correcting words that are misspelled while completing other work (e.g. Historically, three basic types of spelling programs have been used in the classroom: (a) incidental (b) developmental word study and (c) basal spelling programs (Schagel, 2002). It is now believed that rule-based programs are the most effective way to support learners with LDs (Wanzek et al., 2006). By the 1960s, that perception had changed because rule-based programs had been shown to be able to effectively improve spelling. Early in the 20 th century, educators began using spelling lists as a strategy because it was believed that the complexity of spelling rules made teaching general strategies useless (Schlagal, 2002). To develop programs that help students with LDs, it is important to know about spelling programs that have been developed for all students. The challenges recognizing word sounds and generalizing spelling patterns means that even if students with LDs are initially successful in spelling programs, the knowledge may not be retained past the end-of-week tests (Morris, Blanton, Blanton, & Perney, 1995). Being able to generalize is an important part of spelling competence because spelling patterns have to be generalized to unfamiliar words to be effective (Kohnen, Nickels, & Coltheart, 2010). Generalization is the application of learning from one context to another context. Spelling is more difficult for students with LDs for two main reasons: (a) they may struggle with identifying the sounds of words (Wendling & Mather, 2009) and (b) they may have difficulty generalizing skills between contexts (Wanzek et al., 2006). In fact, students with LDs are often much less capable spellers than younger typically developing students (Friend & Olson, 2008). Spelling may be the most common challenge faced by students with LDs (Bos & Vaughn, 2006). Even though spelling can be a challenge for students of all abilities, spelling is particularly difficult for students with learning disabilities (LDs). However, that spelling makes more sense in light of the word’s relationship with other words such as quadrant and the original Latin exquadrare.įor all learners, effective spelling requires that the individual can hear the sounds (phonemic awareness) and then transfer those sounds to written text (alphabetic knowledge Ehri, 2000). For example, the letters ‘qua’ in square may be confusing to someone trying to align the sound with the spelling. Spelling is particularly challenging in English because English is a morphophonemic language, which means that the spelling of words is more related to the meaning of the word rather than the letter/sound relationship. Spelling is an important skill because it has a positive effect on reading and expressive writing outcomes (Kohnen, Nickels, & Coltheart, 2010 Sayeski, 2011 Wanzek et al., 2006).
Some researchers consider spelling to be among the highest regarded skills of expressive writing and spelling is often considered to be an indication of education level or intelligence (Vaughn & Bos, 2009). HutchinsonĮven in a world where we have easy access to spell check software on our computers and smartphones, the ability to spell is important.
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