Why spelling instruction matters • a checklist for ...

Why Teach Spelling?

? Why spelling instruction matters ? A checklist for evaluating a spelling program ? Tables of Common Core State Standards linked to spelling

Why Teach Spelling?

? Why spelling instruction matters ?A checklist for evaluating a spelling program ?Tables of Common Core State Standards linked to spelling

Deborah K. Reed The University of Texas at El Paso

This publication was created by the Center on Instruction, which is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group; Lawrence Hall of Science at the University of California, Berkeley; Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The author acknowledges the editorial and production support provided by Angela Penfold, C. Ralph Adler, and Robert Kozman of RMC Research Corporation, and Debby Miller and Connie Verhagen of the Florida Center for Reading Research at Florida State University.

The development of this document was supported by the U.S. Department of Education, Office of Elementary and Secondary Education and Office of Special Education Programs, under cooperative agreement S283B050034. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Preferred citation Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Copyright ? 2012 by the Center on Instruction at RMC Research Corporation

To download a copy of this document, visit .

Contents

1 Why Teach Spelling? 2 References 3 Why spelling instruction matters

5 Why does spelling matter? 8 How does spelling ability develop? 10 Whole-word spelling instruction 13 Phonemic spelling instruction 16 Morphemic spelling instruction 20 Implications for instruction 24CONCLUSION 25references 31 appendix A 34 SUGGESTIONS FOR FURTHER READING 35Checklist for evaluating a spelling program 39 Tables of Common Core state Standards linked to spelling 41 The format of the tables 42 Caveats about the content in the tables

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