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- Publisher
- Springer Journals
- Copyright
- Copyright © 2001 by The International Dyslexia Association
- Subject
- Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
- ISSN
- 0736-9387
- eISSN
- 1934-7243
- DOI
- 10.1007/s11881-001-0009-y
- Publisher site
- See Article on Publisher Site
Abstract
Current research does not support the notion that spelling is a simple rote-memory task. Learning to spell is better understood as a complex developmental process that is interconnected with phonological awareness and reading ability. In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each method.
Journal
Annals of Dyslexia – Springer Journals
Published: Jun 18, 2001