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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