For Other Professionals
All Spelling and Word Study articles
Sort by: Date | Title
Display: Summaries | Titles only
By: Reading Rockets (2011)
Learn more about the English spelling system, how spelling supports reading, why children with dyslexia and dysgraphia struggle, which words should be taught, and instruction that works.
By: Elaine K. McEwan (2011)
Familiarity with Greek and Latin roots, as well as prefixes and suffixes, can help students understand the meaning of new words. This article includes many of the most common examples.
By: Carol McDonald Connor, Sibel Kaya, and Melissa Luck (2010)
This study describes a second-grade science curriculum designed to individualize student instruction so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. The instruction incorporates flexible, homogeneous, literacy skills-based grouping, use of leveled science text, and explicit use of discussion and comprehension strategies.
By: Cheri Williams, Colleen Phillips-Birdsong , Krissy Hufnagel, and Diane Hungler, et al. (2009)
This article describes nine tips for implementing a word study program in the K-2 classroom. These tips are based on the results of four classroom-based qualitative research projects collaboratively conducted by a university professor and four primary grade teacher-researchers. The article suggests that through small-group word study instruction and hands-on word work activities, teachers can keep students motivated and engaged in learning about the English spelling system.
By: Louisa Moats and Carol Tolman (2008)
Phonological awareness is critical for learning to read any alphabetic writing system. And research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.
By: Louisa Moats and Carol Tolman (2008)
Learn the six types of syllables found in English orthography, why it's important to teach syllables, and the sequence in which students learn about both spoken and written syllables.
By: Louisa Moats and Carol Tolman (2008)
English is a layer-cake language. Not only is it organized to represent sounds, syllables, and morphemes, but its spellings are derived from several languages that were amalgamated over hundreds of years due to political and social changes in Great Britain.
By: Louisa Moats and Carol Tolman (2008)
English orthography, or the English spelling system, may not be as transparent or easy to spell as Spanish, Italian, or Serbo-Croatian, but it's not crazy! Most English word spellings can be explained and most English words do follow spelling patterns.
By: International Dyslexia Association (2008)
Spelling is a challenge for people with dyslexia. The International Dyslexia Association provides a fact sheet explaining why people with dyslexia have trouble spelling, how to find out the reasons a particular child has this difficulty, and how to help children with dyslexia spell better.
By: Steven Graham, Karen R. Harris, and Connie Loynachan (2008)
This list was created to help teachers know which spelling words should be taught to kids in grades 1–5. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.
By: National Center for Learning Disabilities (NCLD) (2006)
Dysgraphia is a learning disability that affects writing abilities. Learn the warning signs and strategies that can help. There are techniques for teaching and accommodating early writers, young students, or help yourself if you struggle with dysgraphia.
By: Louisa Moats (2006)
Many young readers are puzzled by the rules and exceptions of spelling. Research has shown, however, that learning to spell and learning to read rely on much of the same underlying knowledge. Read this article to learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
By: Louise Spear-Swerling (2005)
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
By: Reading Rockets (2004)
These three short video clips give you the chance to watch and learn effective techniques for teaching spelling. The video clips are from Reading Rockets' PBS television series Launching Young Readers. 
By: Susan Jones (2002)
Here are some concrete techniques that children can use to study spelling. This article also shares guidelines teachers and students should keep in mind, because practice makes permanent.
By: Shane Templeton (2002)
Although occasionally frustrating, spelling is logical, learnable, and critical to reading as well as to writing — but the most important thing is, it makes sense.
By: Diane Henry Leipzig (2000)
"Word study" is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. This article describes the word study approach.
By: Texas Education Agency (1997)
As children learn some letter-sound matches and start to read, they begin to write words and sentences. Seeing how words are spelled helps children in reading and writing.
- For older articles, see the Spelling and Word Study Archives >
