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A Visual Spelling Approach

A Visual Spelling Approach A VISUAL SPELLING APPROACH: It Works! Peggy Glazzard What about those students in your learning disability classes wh o just can't seem to learn to spell? YouVe tried a number of approaches, but you still aren't able to really instill in them a spelling sense. The technique described here has been successfully used wit h those students wh o demonstrate poor auditory discrimina- tion but who have good visual skills. Using the concept of building on strengths, the technique capitalizes on their strong visual channel. Because of their problems in auditory percep- tion , memory, and integration, these youngsters are often unable to handle the skills required for phonetic analysis. This technique offers a change of pace from the more traditional method of studying a list of spelling words. Youll need only a chalkboard, some chalk, a blank spirit master, duplicating paper, and paper and pencil. Procedure 1. The teacher writes a sentence on the board using the "spelling-word-in-context" clue. A drawing of Peggy Glazzard, EdD, is special education coordinator at the University of Kansas Medical Center, 39th and Rainbow, Kansas City, KS 66103. SEPT. 1982 6/ the wor d is used in place of the spelling word . http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

A Visual Spelling Approach

Glazzard, Peggy
Academic Therapy , Volume 18 (1): 4 – Sep 1, 1982
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128201800108
Publisher site
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Abstract

A VISUAL SPELLING APPROACH: It Works! Peggy Glazzard What about those students in your learning disability classes wh o just can't seem to learn to spell? YouVe tried a number of approaches, but you still aren't able to really instill in them a spelling sense. The technique described here has been successfully used wit h those students wh o demonstrate poor auditory discrimina- tion but who have good visual skills. Using the concept of building on strengths, the technique capitalizes on their strong visual channel. Because of their problems in auditory percep- tion , memory, and integration, these youngsters are often unable to handle the skills required for phonetic analysis. This technique offers a change of pace from the more traditional method of studying a list of spelling words. Youll need only a chalkboard, some chalk, a blank spirit master, duplicating paper, and paper and pencil. Procedure 1. The teacher writes a sentence on the board using the "spelling-word-in-context" clue. A drawing of Peggy Glazzard, EdD, is special education coordinator at the University of Kansas Medical Center, 39th and Rainbow, Kansas City, KS 66103. SEPT. 1982 6/ the wor d is used in place of the spelling word .

Journal

Academic Therapy – SAGE

Published: Sep 1, 1982

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