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Spelling Instruction

Spelling Instruction MAKIN G MODIFICATIONS FOR STUDENTS WITH LEARNING DISABILITIES Steve Graham Victoria Page Voth Suggestions are given for modifications in the implementation of the spelling curriculum for learning disabled students. Correc t and fluent spelling is a writing skill that is especially difficult for students with learning disabilities. They typically misspell two to four times more words in their writing than their normally achieving peers (Graham & Harris, in press). The poor spelling performance of these students provides considerable challenge for classroom teachers. The traditional approach of teaching spelling vocabulary has not been successful with students with learning disabilities; the common weekly assignment to memorize 15 to 20 unrelated words overwhelms and frustrates them. In this paper, we wil l suggest various curriculum modifica- tions for teaching spelling vocabulary to students with learning disabilities, providing empirical support for these suggestions whenever possible. MARCH 1990 447 Selecting Words to be Learned One modification that teachers can make in altering spelling instruction for students with learning disabilities relates to the words that are selected for study. Typically, most spelling pro- grams include spelling words that have been selected on the basis of their frequency of occurrence in children's and adults'writing (Graham & http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Spelling Instruction

Graham, Steve; Page Voth, Victoria
Academic Therapy , Volume 25 (4): 11 – Mar 1, 1990
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References (22)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345129002500408
Publisher site
See Article on Publisher Site

Abstract

MAKIN G MODIFICATIONS FOR STUDENTS WITH LEARNING DISABILITIES Steve Graham Victoria Page Voth Suggestions are given for modifications in the implementation of the spelling curriculum for learning disabled students. Correc t and fluent spelling is a writing skill that is especially difficult for students with learning disabilities. They typically misspell two to four times more words in their writing than their normally achieving peers (Graham & Harris, in press). The poor spelling performance of these students provides considerable challenge for classroom teachers. The traditional approach of teaching spelling vocabulary has not been successful with students with learning disabilities; the common weekly assignment to memorize 15 to 20 unrelated words overwhelms and frustrates them. In this paper, we wil l suggest various curriculum modifica- tions for teaching spelling vocabulary to students with learning disabilities, providing empirical support for these suggestions whenever possible. MARCH 1990 447 Selecting Words to be Learned One modification that teachers can make in altering spelling instruction for students with learning disabilities relates to the words that are selected for study. Typically, most spelling pro- grams include spelling words that have been selected on the basis of their frequency of occurrence in children's and adults'writing (Graham &

Journal

Academic Therapy – SAGE

Published: Mar 1, 1990

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