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Intervention and Assessment of Spelling Skills in LD Classrooms

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Interventions in Learning Disabilities

Part of the book series: Literacy Studies ((LITS,volume 13))

Abstract

Spelling is a prerequisite for good writing and spelling can also aid in improving vocabulary and reading comprehension. Good spellers are almost always good readers. However, a majority of children with Learning Disability (LD) have problems with spelling and yet, research on spelling instruction is lacking compared to research on reading instruction; perhaps due to several misconceptions about the development, assessment, and instruction of spelling English words. After providing an overview of the myths and realities about English spelling, this chapter discusses what teachers in LD classrooms should know about the current research on the instruction and assessment of spelling. The role of dialect in spelling and the influence of orthography of first language on spelling English words as well as the teacher preparation in spelling is also outlined. It is concluded that spelling is a window on a person’s knowledge about words and spelling English words requires an understanding of phonological, morphological, and orthographic factors of written language.

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Authors and Affiliations

  1. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

    R. Malatesha Joshi Ph.D.

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  1. R. Malatesha Joshi Ph.D.
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Correspondence to R. Malatesha Joshi Ph.D. .

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Editors and Affiliations

  1. School of Education, Bar Ilan University, Ramat Gan, Israel, Ramat Gan, Israel

    Rachel Schiff

  2. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

    R. Malatesha Joshi

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Joshi, R.M. (2016). Intervention and Assessment of Spelling Skills in LD Classrooms. In: Schiff, R., Joshi, R. (eds) Interventions in Learning Disabilities. Literacy Studies, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_6

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  • DOI: https://doi.org/10.1007/978-3-319-31235-4_6

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