Strategy: Add-a-Word approach using Simultaneous Oral ...



|Strategy: Add-a-Word approach using Simultaneous Oral Spelling and Visual Imagery strategies |

|Appropriate Grade Level: 2nd- 6th |

|Procedures/Steps: |

|Spelling words are practiced each day. A new word is added to the list and an old one is removed once it can be spelled correctly |

|two or three days in a row. The most important element of this approach is daily testing. |

|One way to practice words daily is to use the Simultaneous Oral Spelling strategy: |

|1. The teacher reads the word |

|2. Child reads the word |

|3. Child writes the word saying the name of each letter |

|4. Child says word again |

|5. The teacher examines the written response and child corrects the word if necessary |

|6. The above steps are repeated two times |

|Another strategy to use to practice words daily using this approach is Visual Imagery: |

|1. The students look at the word and say its name. |

|2. The students close their eyes and imagine the word in their mind. |

|3. Tell the students to name letters with their inside voice. |

|4. Then tell them to open their eyes and write the word |

|5. Check spelling and repeat steps if the word is not spelled correctly. |

|Comments and/or tips: |

|* The add-a-word approach has proved to be effective with students with learning disabilities because students are only given new |

|words after they master old ones. Students don't feel so overwhelmed. |

|* Either the Visual Imagery or Simultaneous Oral Spelling strategies can be used depending on students’ individually learning |

|styles. Other strategies can be used as well with this approach (Cover-Copy-Compare & Kinesthetic Methods). The most important |

|part is that words are practiced daily. |

|* The amount of words a student learns in a week depends on the student's individual abilities, not all students will learn the |

|same amount of words in one week. |

|Source: |

|Graham, Steve. (1999). Handwriting and spelling instruction for students with learning |

|disabilities: a review. Learning Disability Quarterly,22(2),78-98. |

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