SPELLING TIPS FOR SPELLING TIPS FOR STUDENTS WITH LEARNING STUDENTS WITH LEARNING

DISABILITIESDISABILITIES

By: Megan McShaneBy: Megan McShane

Spelling counts. Even if you’re long out of school Spelling counts. Even if you’re long out of school and think that the torture of Miss Cringley’s and think that the torture of Miss Cringley’s grade 4 spelling tests is over, it’s not. Everything grade 4 spelling tests is over, it’s not. Everything you write as part of your job, or in your personal you write as part of your job, or in your personal life, is a spelling test, because your spelling- life, is a spelling test, because your spelling- along with related issues of punctuation, along with related issues of punctuation, grammar, and style- affects how people perceive grammar, and style- affects how people perceive you.you.

- Derek K. Miller- Derek K. Miller- penmachine.com- penmachine.com

A Spelling Test for Teachers of A Spelling Test for Teachers of Students with Learning Disabilities:Students with Learning Disabilities:

( By: Gary Greene, LDonline)( By: Gary Greene, LDonline)

True or FalseTrue or False1.___ Spelling is an easier learning task 1.___ Spelling is an easier learning task

than reading. than reading.2.___ Oral spelling tests are as effective as 2.___ Oral spelling tests are as effective as

written spelling tests.written spelling tests.3.___ Imitating and modeling students’ 3.___ Imitating and modeling students’

spelling errors, followed by writing the spelling errors, followed by writing the word correctly, is an effective way for word correctly, is an effective way for teachers to provide feedback to students teachers to provide feedback to students with LD.with LD.

4.___ Exchanging papers is the best way 4.___ Exchanging papers is the best way for students to correct spelling tests.for students to correct spelling tests.

5.___ The most efficient way of learning to 5.___ The most efficient way of learning to spell new words is to study first, thenspell new words is to study first, then

test.test.6.___ There has been much research on 6.___ There has been much research on

what are the most appropriate words what are the most appropriate words to learn to spell.to learn to spell.

7.___ Dividing words into syllables and 7.___ Dividing words into syllables and writing the definition of the words writing the definition of the words helps in memorization of one’s helps in memorization of one’s spelling list. spelling list.

8.___ A reduced unit size (e.g., number of 8.___ A reduced unit size (e.g., number of spelling words studied) of three wordsspelling words studied) of three words

per day is better than studying the per day is better than studying the entire spelling list each day.entire spelling list each day.

9.___ Underlining the difficult letter 9.___ Underlining the difficult letter combinations in a word helps in combinations in a word helps in memorizing correct spelling.memorizing correct spelling.

10.___ Fifteen minutes per day for spelling10.___ Fifteen minutes per day for spelling is adequate to maintain and improveis adequate to maintain and improve

spelling in most students.spelling in most students.11.___ Mastery of spelling rules greatly 11.___ Mastery of spelling rules greatly

improves spelling ability.improves spelling ability.

Answers To The TestAnswers To The Test

1.1. False. Spelling is a more difficult task than False. Spelling is a more difficult task than reading. Reading is largely a receptive reading. Reading is largely a receptive language skill involving decoding, whereas, language skill involving decoding, whereas, spelling involves expressive language and spelling involves expressive language and encoding. encoding.

2.2. False. Spelling is primarily a visual skill.False. Spelling is primarily a visual skill.3.3. True. Amazing as it may seem, reproducing in True. Amazing as it may seem, reproducing in

writing a child’s spelling error, following by the writing a child’s spelling error, following by the presentation of the correct written form of the presentation of the correct written form of the spelling word has been shown in numerous spelling word has been shown in numerous studies to be an effective means for improving studies to be an effective means for improving the spelling performance of students with LD. the spelling performance of students with LD.

4. False. Teachers should correct a spelling test in 4. False. Teachers should correct a spelling test in the presence of the student, utilizing the error the presence of the student, utilizing the error imitation and modeling technique previously imitation and modeling technique previously discussed.discussed.

5.5. False. A more effective approach is to pre-test False. A more effective approach is to pre-test students on their spelling words and have students on their spelling words and have them write the misspelled words in their study them write the misspelled words in their study list for practice during the week. This is list for practice during the week. This is particularly appropriate for students with LD in particularly appropriate for students with LD in order to maximize study time; it allows for order to maximize study time; it allows for increased attention and practice of words they increased attention and practice of words they haven’t learned to spell, rather than sharing haven’t learned to spell, rather than sharing study time with words they have already study time with words they have already mastered.mastered.

6. True. Special educators should utilize 6. True. Special educators should utilize misspelled words in students’ writing as well as misspelled words in students’ writing as well as high use words in selecting words for students high use words in selecting words for students with LD to learn to spell.with LD to learn to spell.

7. False. Although many experts feel stressing syllabication has merit, 7. False. Although many experts feel stressing syllabication has merit, research does not show an advantage for teaching syllabication in research does not show an advantage for teaching syllabication in spelling. As for writing the definition of spelling words, no research spelling. As for writing the definition of spelling words, no research exists demonstrating the significance of this instructional practice exists demonstrating the significance of this instructional practice with students who are LD.with students who are LD.

8. True. Studies have shown that modifying the number of spelling 8. True. Studies have shown that modifying the number of spelling words studied per day reduces overload and interference in spelling words studied per day reduces overload and interference in spelling instruction of students with LD. A reduced unit size of three spelling instruction of students with LD. A reduced unit size of three spelling words per day is suggested.words per day is suggested.

9. False. No empirical evidence exists for the effectiveness of this 9. False. No empirical evidence exists for the effectiveness of this practice with students who are LD.practice with students who are LD.

10. True. Studies have found that 15 – 20 minutes per day is ample 10. True. Studies have found that 15 – 20 minutes per day is ample time, of course, keeping the spelling period purposeful, lively, and time, of course, keeping the spelling period purposeful, lively, and interesting.interesting.

11. False. Although phonics and phonetic families may have a place in 11. False. Although phonics and phonetic families may have a place in learning to spell, spelling rules should not be relied upon as the learning to spell, spelling rules should not be relied upon as the primary approach to teaching spelling to students with LD because:primary approach to teaching spelling to students with LD because:(1) inconsistencies and irregularities of phonetic spelling patterns (1) inconsistencies and irregularities of phonetic spelling patterns are pervasive in the English language, (2) 3 out of 4 words are not are pervasive in the English language, (2) 3 out of 4 words are not spelled phonetically, and (3) silent letters are a major cause of spelled phonetically, and (3) silent letters are a major cause of spelling errors.spelling errors.

To Spell You Must:To Spell You Must:

(taken from The Learning Centre- (taken from The Learning Centre- Tutor Training Resources )Tutor Training Resources )

Recognize letters and sounds.Recognize letters and sounds.

Remember the correct sequence of Remember the correct sequence of letters and spell the word in your letters and spell the word in your mind.mind.

Recall the sequence.Recall the sequence.

Memory:Memory:

We remember what we want to We remember what we want to remember.remember.

We tend to remember the most We tend to remember the most recently learned material.recently learned material.

Practice is essential for memory.Practice is essential for memory.

The easiest material to remember is The easiest material to remember is that which we have discovered that which we have discovered ourselves.ourselves.

Additional Info. To keep in mind:Additional Info. To keep in mind:

Many children with learning disabilities suffer Many children with learning disabilities suffer from a lack of learning strategies.from a lack of learning strategies.

Helpful tips:Helpful tips:

First and foremost are techniques aimed First and foremost are techniques aimed at helping students improve memory.at helping students improve memory.

Teaching visual images, rhymes, and Teaching visual images, rhymes, and jingles are a valuable asset and yield jingles are a valuable asset and yield consistent improvement in recall.consistent improvement in recall.

The “write- say” methodThe “write- say” method

*Students rewrite incorrectly spelled words *Students rewrite incorrectly spelled words several times while simultaneously several times while simultaneously spelling the word aloud.spelling the word aloud.

This method provides immediate feedback This method provides immediate feedback in both visual and auditory channels.in both visual and auditory channels.

This method has also been effective This method has also been effective teaching multiplication tables.teaching multiplication tables.

(taken from: Attention deficit disorders and (taken from: Attention deficit disorders and learning disabilities, barbara ingersoll & learning disabilities, barbara ingersoll & sam goldstein, 1993)sam goldstein, 1993)

Strategies For Teaching Spelling:Strategies For Teaching Spelling:(taken from: Learning Disabilities, 7(taken from: Learning Disabilities, 7 thth Edition, Janet Edition, Janet

Learner, pg.487)Learner, pg.487)Auditory perception and memory of letter Auditory perception and memory of letter sounds.sounds.Visual perception and memory of letters.Visual perception and memory of letters.Multisensory methods in spelling.Multisensory methods in spelling.The Fernald Method.The Fernald Method.The “test-study-test” versus “study-test” The “test-study-test” versus “study-test” methods.methods.Listening centers and tapes. Listening centers and tapes. Programmed spelling.Programmed spelling.Electronic spellers and computer spell-checkers.Electronic spellers and computer spell-checkers.

The Fernald MethodThe Fernald Method

Students are told that they are going to learn words in a new way that has Students are told that they are going to learn words in a new way that has proved to be very successful. They are encouraged to select a word they proved to be very successful. They are encouraged to select a word they wish to learn.wish to learn.

The teacher writes that word on a piece of paper,4x10, as the students The teacher writes that word on a piece of paper,4x10, as the students watch and as the teacher says the word.watch and as the teacher says the word.

The students trace the word, saying it several times, and then write it on a The students trace the word, saying it several times, and then write it on a separate piece of paper while saying it.separate piece of paper while saying it.

The students write the word from memory without looking at the original The students write the word from memory without looking at the original copy. If the word is incorrect, students repeat the previous step. If the word copy. If the word is incorrect, students repeat the previous step. If the word is correct, it is put in a file box. The words in the file box are used later in is correct, it is put in a file box. The words in the file box are used later in stories.stories.

At later stages, this painstaking tracing method for learning words is not At later stages, this painstaking tracing method for learning words is not needed. Students learn a word by looking as the teacher writes it, saying it, needed. Students learn a word by looking as the teacher writes it, saying it, and writing it. At a still later stage, the students can learn by only looking at and writing it. At a still later stage, the students can learn by only looking at the word in print and writing it. Finally, they learn by merely looking at the the word in print and writing it. Finally, they learn by merely looking at the word.word.

Fun Spelling ActivitiesFun Spelling Activities To Try With Your ClassTo Try With Your Class

By: Megan LeeBy: Megan LeeRainbow words.Rainbow words.Unscramble words.Unscramble words.Playdoh words.Playdoh words.Words written in sand.Words written in sand.Finding words in newspapers or Finding words in newspapers or magazines.magazines.Use colored chalk.Use colored chalk.Bingo.Bingo.Shaving cream words.Shaving cream words.Spelling basketball.Spelling basketball.Hangman.Hangman.

Favorite Web SitesFavorite Web Sites

Edhelper.comEdhelper.com

LDonlineLDonline

Webjump.comWebjump.com

Awesomelibrary.orgAwesomelibrary.org

Lessonplanspage.coLessonplanspage.comm

Geocities.com/Geocities.com/Athens/Academy/Athens/Academy/3416/3416/