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3 Spelling
u For native speakers and English language learners alike, spelling is highly correlated with reading accuracy
(Chiappe, Siegel, & Wade-Woolley, 2002; Honig, Diamond, & Gutlohn, 2000).
u Students who are taught to analyze speech sounds in words and relate them to their spellings progress faster in spelling and reading (Moats, 1995).
u Good phonemic decoding skills are necessary in the formation of accurate memory for the spelling patterns that are the basis of sight word recognition ability (Ehri, 1998; Bhattacharya & Ehri, 2004).
u “At more advanced levels, spelling memory draws on a child’s knowledge of word structure, words’ meaningful parts, a word’s relationship to other words, and so on. Word knowledge builds systematically on other word knowledge” (Moats, 1997, para. 3).
u Spelling instruction is most effective when students receive immediate corrective feedback when they make errors. Error imitation and modeling is a validated strategy that involves the teacher reproducing the student’s spelling error and then correcting it, highlighting the difference between the incorrect and correct spellings. (Gerber, 1986; Moats, 1995). The number of words presented at one time also needs to be limited for poor spellers (Moats, 1995). (See also Metiri Group, 2008; Sweller, 1988, 1999).
RESEARCH & EXPERT OPINION
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