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Peoria School District #150 • Illinois State University • Department of Special Education • Department of School Psychology
Mail: Campus Box 5910 Normal, IL 61790-6380 • Phone: (309) 438-2165 • Fax: (309) 438-8699 • TDD: (309) 438-3467

SPELLING INTERVENTIONS

Cover-Copy-Compare

  1. Provide the child with a list of words written on the left hand side of a page.
  2. The teacher gives the student an index card.
  3. The student is directed to look at each correct item (e.g., correctly spelled word, computation problem with solution) on the left side of the page.
  4. The student is instructed to cover the correct model on the left side of the page with an index card and to spell the word in the space on the right of the sheet.
  5. The student then uncovers the correct answer on the left to check his or her work.
  6. If the student gets the word correct, they would give themselves +1
  7. If the student gets the word incorrect, they would have to write the word 3 times and not earn +1
  8. General Rule: a child has acquired the word if they get it correct in two consecutive trials

Reference:

Website: http://www.interventioncentral.org/htmdocs/interventions/ccc.shtml

 Peer Tutoring

  1. Tutee meets 15 minutes a day with the peer tutor
  2. First 2 days, a modeling method was used, the adult presented the teaching procedure and the peer tutor was encouraged to follow it.
  3. On Day 3, the peer tutor conducted the entire session under the guidance of an adult representing a good example of academic behavior (The peer tutor should not require additional assistance beyond adult supervision in the room beyond Day 3).
  4. The tutor reads the words aloud, then asked the tutee to read the words.
  5. Then the tutee was instructed to orally spell the words
    ( Flashcards and games were used to enhance the teaching process.)
  6. If the tutee got the words wrong, he had to write them out 10 times
  7. The tutor provided assistance, encouragement, helpful hints and praise to the tutee.

Reference:

Mandoli, M., Mandoli, P., & McLaughlin, T. F. (1982). Effects of same-age peer tutoring on the spelling performance of a mainstreamed elementary learning disabled student. Learning Disability Quarterly, 5, 185-189.

Spelling Study Techniques

  1. Propose a word to learn
  2. Correctly write the word or display the word with letter tiles
  3. Name the word
  4. Write the word
  5. Name the word again, check accuracy, and continue steps 2-4 until mastery
  6. Practice the word in this way for 6 consecutive days

Variation of steps:

  1. Say the word
  2. Write and say the word
  3. Check the word
  4. Trace and say the word
  5. Write the word from memory and check
  6. If the word is incorrect, repeat steps the first 5 steps

Variation of steps:

  1. Do I know this word?
  2. How many syllables do I hear in this word? (Write down the number)
  3. I’ll spell out the word
  4. Do I have the right number of syllables down?
  5. Now, does it look right to me?
  6. When I finish spelling, I’ll tell myself I’ve worked hard.

Reference:

Gordon, J., Vaughn, S., & Schumm, J. S. (1993). Spelling interventions: A review of literature and implications for instruction for students with learning disabilities. Learning Disabilities Practice, 8(3), 175-181.

Selected Study Techniques for Word study of Spellings of Words

* 5-Step study strategy (Graham & Freeman, 1986)

  1. Say the word.
  2. Write and say the word.
  3. Check the word.
  4. Trace and say the word.
  5. Write the word from memory and check spelling.

Horn Method 2 (Horn, 1954)

  1. Pronounce each word carefully.
  2. Look carefully at each part of the word as you pronounce it.
  3. Say the letters in sequence.
  4. Attempt to recall how the word looks, then spell the word.
  5. Check this spelling attempt to recall.
  6. Write the word.
  7. Check this spelling attempt.
  8. Repeat the above steps if necessary.

Fernald Method (Fernald, 1943) Modified

1. Make a model of the word with a crayon, marker, or chalk, saying the word as you write it.

2. Check the accuracy of the model.

3. Trace over the word with your finger saying the word at the same time.

4. Repeat step 3 five times.

5. Copy the word three times correctly.

6. Write the word from memory three times.

8-step method for pencil or computer practice

(Berninger, Abbot, Rogan, Reed, Abbott, Brooks, Vaughan, & Graham, 1998a)

  1. Look carefully at the word while tutor sweeps finger over and says it out loud.
  2. Watch and listen while tutor says sound corresponding to color-coded graphemes, in a left to right fashion (for example, /b/ /o/ /t/ while point to “b,” “oa,” and “t.”)
  3. Name letters as tutor points to letters.
  4. Close eyes and picture the word in the “mind’s eye.”
  5. Keep eyes closed and spell the word out loud.
  6. With pencil, open eyes and write word or with computer, open eyes, and point to letters on an alphabetical grid; then tutor points to the letter on keyboard and child presses key.
  7. Compare spelling to target.
  8. If incorrect, tutor points out where difference lies, then pervious steps are repeated.

References:

Berninger, V., et al. (1998). Teaching spelling to children with learning disabilities: The mind’s ear and eye beats the computer or pencil. Learning Disability Quarterly, 21 106-122.

Fernald, G. M. (1943). Remedial techniques in basic school subjects. New York: McGraw Hill.

Harris, K. R., Graham, S., & Freeman, S. (1998). Effects of strategy training on metamemory among learning disabled students. Exceptional Children, 54, 332-338

Horn, E. (1954). Teaching spelling. Washington, D. C.: American Educational Research Association.

Other Spelling Activities and Tips

  1. Student should be able to read all spelling words.
  2. Allow students to create their own spelling list based on frequently misspelled words in the student’s writing products.
  3. Allow the student to set an individual spelling goal. The number of words should be based on the individual’s capability. 6-12 words at a time.
  4. Have students self-correct spelling tests.
  5. Provide time to review words previously learned. Add words previously studied to new word list.
  6. Students should develop their own word dictionary. Adding words frequently misspelled to the correct alphabetical page.
  7. Words should be practiced on a daily basis. Vary the daily drill and practice to include station spelling, small group bingo, scrabble tiles, board work, picture spelling.
  8. Assist the student in using mnemonic devices and configuration clues to recall correct spelling.
  9. Teach student to use cues and learning strategies like SPELLER.

SPELLER Strategy (Keller, 2002)

S = Spot the word and say it.

P = Picture it with eyes wide open.

E = Eyes closed and visualize it.

L = Look to see if it is right.

L = Look away and write it.

E = Examine it to see if it is right.

R = Reward if it is spelled accurately.

References:

Graham, S. (2000). Should the natural learning approach replace spelling instruction? Journal of Educational Psychology, 92, 235-247.

Hammekan, P. (1997). 450 strategies for success: A practical guide for all educators who teach students with disabilities. Minnetonka, MN: Peytral Publications.

Kellar, C. L. (2002). A new twist on spelling instruction for elementary school teachers. Intervention in School and Clinic, 38 (1), 3-7.

Meese, R.L., (2001). Teaching learners with mild disabilities: Integrating research and practice (2 nd ed.). Belmont, CA: Wadsworth Thomson Learning.

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