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The Top Ten Resources on Spelling and Word Study

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The Top Ten Resources on Spelling and Word Study

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Choose Your Words Carefully in Spelling Instruction

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Choose Your Words Carefully in Spelling Instruction

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Choose Your Words (and Techniques) Carefully in Spelling Instruction

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When spelling is taught in ways that emphasize the patterns of the English language, it can be a beneficial use of class time. Get tips on how to choose word lists that help students learn these patterns and their exceptions.

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Roll it! Write it!

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A few weeks ago, I shared a Tic-Tac-Do Spelling Choice Board that generally works best with sight words. Today, I'm excited to share a Word Study Activity Page with you that works well after kids have sorted their words in a word sort. {Click the oval button towards the bottom of the post to get the freebie!}

If you're new the concept of word study, please feel free to read more about in my 10 day series, Teaching Spelling Through Word Study. Or check out the word study supplement books from Words Their Way. I even have three apps that feature word sorts and other activities based on the word study approach.

*This post contains affiliate links.

Word Study Activity Page

The heartbeat of the word study approach is word sorts. Word study routines are nice to have so that after the sorts are introduced by the teacher, kids know what to expect next.

I also think that kids enjoy it when you shake things up a little every once in a while. That's why I created this word study activity page. It features six different things kids can do with the words once they've sorted them.

After kids have sorted their words, they roll a die. They match the number rolled to the activity on the Sort It! Roll It! page and complete the extension activity. If the student already understands the phonics patterns in the sort, each activity can be done independently.

You will want to keep a few manipulatives close by, such as magnetic letters, bottle caps {read ideas about how to use bottle caps for spelling}, letter beads, or stamps specifically for #4.

Ways to Use the Chart

spelling center

morning work time

homework

over a school break to keep spelling skills fresh

This activity is just ONE of the many spelling activities and games that are included in my 700+ page ebook, Printable Spelling Activities and Games!
Follow This Reading Mama's board Hands-On Spelling Ideas on Pinterest.
More Spelling Ideas:

Enjoy!

~Becky

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A few weeks ago, I shared a Tic-Tac-Do Spelling Choice Board that generally works best with sight words. Today, I'm excited to share a Word Study Activity Page with you that works well after kids have sorted their words in a word sort.

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The student will blend sounds of letters to make words.

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4th/5th Grade-The student will identify base words.

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Pearson Words Their Way: Words Study in Action © 2012 Program Overview

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Words Their Way is differentiated word study program, allowing students to work with words that are at their spelling level. Each week students will receive a word sort and will be asked to practice sorting these words based on the sound/spelling pattern, along with other activities to help them learn word meanings.
Words Their Way Homework Information

A new spelling list and sorting worksheet will be sent home every Monday.

At home students are to cut up the word cards.

Home practice should include:

Practice putting the words into the correct groups just as we do during group time;

Practice writing out the words for our test on Friday;

Complete a blind sort-students will write this in their Word Study Journals or on a separate sheet of paper.

Complete the Word study contract-students will do this work in their Word Study Journals.

Word Study Journals are due every Friday.

What is a blind sort activity?
A blind sort activity is when students work with someone at home to write their words in the correct group on the sorting mat. A parent, sibling, baby-sitter, etc. should read one word card aloud at a time. Then the student will think about which group the word belongs in and write the word in that group. This continues until the student has written all of the words. After the student has finished, he/she should look at the word cards to check the spelling of the words they wrote.

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Words Their Way is differentiated word study program, allowing students to work with words that are at their spelling level. Each week students will receive a word sort and will be asked to practice sorting these words based on the sound/spelling pattern, along with other activities to help them learn word meanings.

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*This post contains affiliate links.

I was given the newest versions of these books by Words Their Way, but have used their products for over ten years to teach spelling. All opinions expressed are my own.

I am often asked by readers which level of the Words Their Way supplement word sorting book they should buy to teach spelling. So today, I'm diving into each of the Words Their Way supplement books to help you make an educated guess for your own spellers at home or in your classroom.

A Developmentally Appropriate Way to Teach Spelling

First, let me start by explaining that Words Their Way takes a developmental approach to spelling. In other words, the books are not labeled primarily by grade level, but by the characteristics of your child's spellings and misspellings. In each stage, I will list a few characteristics of spellers and the kinds of word sorts you can find inside the each book.

A Hands-On Way to Teach Spelling

Secondly, the activities inside these books are mainly picture and word sorts, providing kids hands-on opportunities to learn and interact with sounds and words. The picture sorts focus on the sounds kids hear in words, such as beginning sounds in words. The word sorts focus on the patterns different words share within them, like comparing words with the short a pattern to words with the long a pattern.

Emergent Spellers

Emergent spellers are anywhere between birth and age 6. Most children that fit in this age have not had any formal lessons on spelling or phonics. They may have observed parents or older siblings as writers and mimic what they see. Children in this age may do some pretend writing.

Some researchers call this the pre-alphabetic or pre-phonetic stage because most emergent spellers do not understand how letters and their sounds help them spell words, especially in the beginning of the stage (from Words Their Way).

In the Letter and Picture Sorts for Emergent Spellers book, you will find lots of pre-reader activities, such as:

rhyming and syllable sorts based on nursery rhymes and songs

letter sorts based on literature, such as the gingerbread man

beginning consonant letter sounds pages with pictures

assessment guides to help you zero in on the skills your child needs to focus on most

"Notes for the Teacher", which provides the background as well as lightly-scripted ideas for implementing the activities

Letter Name-Alphabetic Spellers

Letter Name-Alphabetic Spellers range from the time they begin formal instruction in phonics until about the second grade (between 5 and 8 years old). Early in this stage, as kids are taught their letter names, they begin to use the names of the letters to help them spell words. For example, they may associate W with the /d/ sound because the name double u starts with /d/.

Spellers in this stage typically begin spelling with only consonant sounds because they are more prominent or easier to "feel" in the mouth as the child says the word aloud (from Words Their Way Pre-K/K). As they progress through the stage, they begin to hear more letter sounds (phonemes) in words, including vowel sounds. Spellers in this stage might also be called semi-phonetic or partial alphabetic because they only represent some of the sounds in words as they write (from Words Their Way Pre-K and Words Their Way).

Within the Word Sorts for Letter Name-Alphabetic Spellers book, you will find:

review picture sorts for beginning sounds, word family sorts (with pictures)

blends and digraph picture sorts, mixed word family sorts (for example, comparing -an, -in and -un words)

short vowel word sorts, and an introduction to r-influenced words (such as bird or jar)

"Notes for the Teacher", which provides the background as well as lightly-scripted ideas for implementing the activities

Within Word Pattern Spellers

Spellers in the Within Word Pattern stagebegin to "move away from the linear, sound-by-sound approach of the letter name-alphabetic spellers and being to include patterns or chunks of letter sequences" (Bear, et al. 2012).

The typical age of a child in this stage is 7 to 10 years old, starting approximately at the end of first grade and ending towards the end of third grade or beginning of fourth grade. In some cases, especially for struggling readers, spellers remain in this stage through middle school. Within Word Pattern Spellers begin to correctly spell vowel patterns within one-syllable words, first starting with short vowels and then moving onto long vowels and even some ambiguous vowels.

The Within Word Pattern Spellers supplement book contains:

picture sorts for short and long vowel sounds

word sorts comparing the patterns of short vowel words and long vowel words with silent e

common long vowel patterns, less common long vowel patterns (such as the long i in find)

r-influenced vowel patterns

diphthongs (such as oi) and other ambiguous vowel sounds (like comparing the sound of the oo's in good vs. food)

instructions for how to demonstrate the sort, help the child sort the words, reflect on the sort, and extend the sort to real writing

Syllables and Affixes Spellers

Syllables and Affixes Spellers are typically ages 9 to 14 years and range from the upper elementary grades to middle school. This is the stage where spellers move from spelling patterns in one-syllable words to spelling patterns in multisyllabic words. This is also the stage where students begin to study word meanings, as they study prefixes and suffixes such as un- or pre-.

These spellers can spell most one-syllable short, long, and ambiguous words correctly, but confuse spellings where the syllables meet (such as when to double a letter before adding - ing or - ed) and some prefixes and suffixes (such as PER- for pre- or -SION for - tion). Info from Words Their Way.

In the Syllables and Affixes Spellers book, are:

inflected ending sorts (such as adding -ed, -ing, -s, and -es onto words)

syllable juncture patterns (understanding the reasoning behind the spellings of diner vs. dinner)

vowel patterns in accented syllables

vowel patterns in unaccented syllables

less common consonant patterns (such as gh=f sound)

affixes (beginning work on common prefixes and suffixes)

instructions for how to demonstrate the sort, help the child sort the words, reflect on the sort, and extend the sort to real writing

Derivational Relations Spellers

Derivational Relations Spellers begin to connect spelling to meaning, as they focus on taking base words and deriving other words from that base word (for example, define to definition). Spellers can enter this stage as early as late elementary school, but most spellers in this stage are in middle school, high school, or adults. "The logic inherent in this lifelong stage can be summed up as follows: Words that are related in meaning are often related in spelling as well, despite changes in sound." (from Words Their Way)

In Word Sorts for Derivational Relations Spellers are sorts for:

prefixes

suffixes

the suffix -ion

vowel and consonant alterations (understanding how preside and president are related in both meaning AND spelling)

Greek and Latin Elements (digging in deeper to vocabulary instruction, focusing on the meaning of word parts)

advanced spelling-meaning patterns (such as when to end words with -ance or -ence)

The book,Words Their Way, is more of a textbook that lays a strong foundation for using word study to teach spelling. Hands-on game ideas for each level of spelling are included as well as spelling lists for TONS fo phonics skills, picture cards, and spelling inventories, which can help you pinpoint your child's level of spelling development.

You Will Also Like
Word Study Organization Word Study Activity Page 10 Days of Teaching Spelling Through Word Study Helping Spellers Make Phonics Generalizations
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~Becky

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This post contains affiliate links. I was given the newest versions of these books by Words Their Way, but have used their products for over ten years to teach spelling. All opinions expressed are my own. I am often asked by readers which level of the Words Their Way supplement word sorting book they should ...

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What is dyslexia?
Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, that results in people having difficulties with specific language skills, particularly reading. Students with dyslexia often experience difficulties with both oral and written other language skills, such as writing, and pronouncing words and writing. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed without phonics-based reading instruction that is unavailable in most public schools.. In its more severe forms, a student with dyslexia may qualify for special education with specially designed instruction, and as appropriate, accommodations.
What causes dyslexia?
The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia have been found to have difficulty with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, individuals with dyslexia can learn successfully.
What are the effects of dyslexia?
The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with reading words and this is related to difficulty with processing and manipulating sounds. Some individuals with dyslexia manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most challenging problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

People with dyslexia can also have problems with spoken language, even after they have been exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia can reach well beyond the classroom.

Dyslexia can also affect a person's self-image. Students with dyslexia often end up feeling less intelligent and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.
Are there other learning disabilities besides dyslexia?
Dyslexia is one type of learning disability. Other learning disabilities besides Dyslexia include the following:

Dyscalculia - a mathematical disability in which a person has unusual difficulty solving arithmetic problems and grasping math concepts.

Dysgraphia - a condition of impaired letter writing by hand-disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. Children with dysgraphia may have only impaired handwriting, only impaired spelling (without reading problems), or both impaired handwriting and impaired spelling.

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorders (ADHD) can and do impact learning but they are not learning disabilities. An individual can have more than one learning or behavioral disability. In various studies as many as 50% of those diagnosed with a learning or reading disability have also been diagnosed with ADHD. Although disabilities may co-occur, one is not the cause of the other.

How common are language-based learning disabilities? 15-20% of the population has a language-based learning disability. Of the students with specific learning disabilities receiving special education services, 70-80% have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties. Dyslexia affects males and females nearly equally as well as, people from different ethnic and socio-economic backgrounds nearly equally.

Can individuals who have dyslexia learn to read? Yes. If children who have dyslexia receive effective phonological awareness and phonics training in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until 3rd grade. 74% of the children who are poor readers in 3rd grade remain poor readers in the 9th grade, many because they do not receive appropriate Structured Literacy instruction with the needed intensity or duration. Often they can't read well as adults either. It is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Research shows that programs utilizing Structured Literacy instructional techniques can help children and adults learn to read.
How do people "get" dyslexia?
The causes for dyslexia are neurobiological and genetic. Individuals inherit the genetic links for dyslexia. Chances are that one of the child's parents, grandparents, aunts, or uncles has dyslexia. Dyslexia is not a disease. With proper diagnosis, appropriate instruction, hard work, and support from family, teachers, friends, and others, individuals who have dyslexia can succeed in school and later as working adults.

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Frequently Asked Questions - International Dyslexia Association

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Multisensory Teaching of Basic Language Skills

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Multisensory Teaching of Basic Language Skills

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Keep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive text available on multisensory teaching, this book prepares today's educators to use specific evidence-based approaches that improve struggling students' language skills and academic outcomes in elementary through high school.

Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They'll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessment, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts.

WHAT'S NEW:

New chapters on pre-kindergarten literacy, executive function, and math learning disabilities

Content now aligns with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading and prepares students for the IDA certification exam

Updated with the latest research in the field

New insights and guidance on technology woven throughout the book

Online companion materials and resources for many chapters

More student-friendly features (see below)

SELECTED TOPICS COVERED: structured literacy instruction * oral language development * pre-k literacy * alphabet knowledge * phonemic awareness * decoding * spelling * handwriting * fluency * vocabulary instruction * reading comprehension * composition * assessment * executive function * math learning disabilities * effective learning environments * lesson planning * instruction for English language learners * instruction for older students and high-functioning adults
STUDENT-FRIENDLY FEATURES: Chapters now include learning objectives, an end-of-chapter Knowledge and Skill Assessment, reflection questions interspersed throughout, and new vignettes and case studies. The online companion materials feature sample lesson plans, answer keys, and other resources for further reading and reference.

Listed by the National Council on Teacher Quality's 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction!

Explore the companion activity book!

Sally Shaywitz, author of Overcoming Dyslexia - June 3, 2018

" A true gift to all those who work so hard to teach children (and adults) to read. This extremely thoughtful book provides teachers with an in-depth A-to-Z of what you need to know to teach and reach all readers successfully, the scientific, and the practical. Teachers learn not only the theories and science behind how we read but also come to understand the important components of reading and what must and can be done to implement this knowledge. In this newly updated, superb textbook, teachers will know they have a trusted, reliable resource that they can turn to. "

Stephanie Al Otaiba, Professor and Patsy and Ray Caldwell Centennial Chair in Teaching and Learning, Southern Methodist University - June 1, 2018

"[This book's] content...is closely aligned with the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading. I believe this text will be a very useful resource for teacher trainers and for teachers to use within Professional Learning Communities, particularly when accompanied by the activity handbook. "

Martha Hougen, consultant and author, Fundamentals of Literacy Instruction & Assessment, Pre-K-6 and 6-12 - May 28, 2018

" This is a terrific reference to add to your professional library. If all teachers implemented the strategies in this text, their students would become efficient and capable readers, writers, and mathematicians. "

This product has additional material available on the Brookes Download Hub.

knowledge and skill assessments

answer keys

reflection questions

resources for further reading and reference

Visit the Download Hub for a preview of what's available.

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literacy instruction; learning disabilities; teaching reading; math instruction; students with disabilities; inclusive education; reading textbook

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Multisensory Teaching of Basic Language Skills, Fourth Edition

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Keep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive text available on multisensory teaching, this book prepares today's educators to use specific evidence-based approaches that improve struggling students' language skills and academic outcomes in elementary through high school.

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Science of Reading: The Podcast, hosted by Susan Lambert, delivers the latest insights from researchers and practitioners in early reading. Listen today!

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What Student's Spelling Tells Us About Language Learning

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What Student's Spelling Tells Us About Language Learning

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Close Encounters with Students' Spelling:
What They Tell Us About Language Learning

Watch the Webinar

When they write and spell, students show us what they know and believe about spoken and written language. If we, as educators, look with an informed eye, we can readily see what needs to be taught and what that student needs to learn. Join us for this enlightening presentation during which Dr. Louisa Moats will share her unique insight and expertise as we take a close look at writing samples and explore what they tell us about students' instructional needs.

In this informative webinar, Dr. Moats will review:

Theoretical frameworks for analyzing errors in developing writers' work

Signs of underdeveloped phoneme awareness

How to recognize what students do and do not know about vowel and consonant spellings

How to recognize what students do and do not know about suffixes and other morphemes

Why and how we can teach language through spelling and writing

For the topics presented, attendees will learn best practices and new targets of instruction.

Louisa Moats, Ed.D.

Louisa Moats, Ed.D., is the lead author of LANGUAGE! Live, a blended program for adolescent students reading below grade level. She is also the lead author of LETRS professional development for literacy educators. Dr. Moats has authored many books, journal articles, policy papers, and materials for professional development in the areas of reading, writing, and language. She received her M.A. from Peabody College of Vanderbilt and her Ed.D. from the Harvard Graduate School of Education.

View Webinar

Complete form to view this webinar and slides.

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Webinar | Close Encounters with Student Spelling

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Close Encounters with Students' Spelling: What They Tell Us About Language Learning Watch the Webinar When they write and spell, students show us what they know and believe about spoken and written language. If we, as educators, look with an informed eye, we can readily see what needs to be taught and what that student needs to learn.

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Rounding Out Your Primary Assessment Plan: Using RAN and Spelling Assessments to Inform Instruction

The process of collecting meaningful data is as critical now as ever before. Find out how the inclusion of Rapid Automatized Naming (RAN) and spelling data can add depth and dimension to a comprehensive assessment plan. The administration of RAN and spelling measures can help teachers make more informed and precise decisions about instruction and intervention from the start.

In this webinar, participants will learn answers to these questions:

What is Rapid Automatized Naming, and how is it related to reading proficiency?

How has research determined the importance of including RAN and spelling assessments?

What is the importance of including RAN and spelling to better inform instructional decisions?

What are some "next steps" after determining students who may struggle in these areas?

We hope you will join us!

Dr. Julie Klingerman

Julie Klingerman has worked in education for more than 34 years. In that time, she has been a classroom teacher, literacy coach, and reading specialist for primary and secondary students. She earned her doctorate in reading and literacy in 2016, and is an adjunct instructor of literacy for graduate students at Liberty University and Wilson College. Dr. Klingerman also is a national LETRS® ( Language Essentials for Teachers of Reading and Spelling) trainer and enthusiastic advocate for research-based professional development for all teachers.

Erin Eighmy

Erin Eighmy, M.Ed., has her master's degree in special education and is certified in elementary education. She has been leading professional development in her role as a Training and Consultation Literacy and MTSS Consultant for 10 years at Northwest Tri-County Intermediate Unit. She is an Acadience® Reading mentor and national LETRS trainer. Eighmy is a founding board member of The Reading League Pennsylvania. Her passion for students with learning disabilities, including dyslexia, drives her to ensure teachers have access to the science of reading and feel competent and confident implementing aligned practices in their classrooms.

Dr. Kelly Powell-Smith

Dr. Kelly A. Powell-Smith is Vice President and Associate Director of Research & Development at Acadience Learning, where she conducts research on assessment and intervention related to early childhood language and literacy development. Dr. Powell-Smith, a nationally certified school psychologist, is a former Associate Professor of School Psychology at the University of South Florida. She was a faculty associate of the Florida Center for Reading Research (FCRR) and a consultant with the Eastern Regional Reading First Technical Assistance Center (ERRFTAC). She has provided training in formative assessment and academic interventions in 22 states and Canada. Dr. Powell-Smith has conducted research related to children with various learning and behavioral difficulties, has served on the editorial boards for School Psychology Review, Psychology in the Schools, School Psychology Forum, Journal of Evidence Based Practices for Schools, and Proven Practice in the Prevention and Remediation of School Problems, and has conducted more than 230 national, state, and regional workshops and presentations.

View Webinar

Complete form to view webinar recording and slides.

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Webinar | Using RAN and Spelling Assessments to Inform Instruction

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Rounding Out Your Primary Assessment Plan: Using RAN and Spelling Assessments to Inform Instruction The process of collecting meaningful data is as critical now as ever before. Find out how the inclusion of Rapid Automatized Naming (RAN) and spelling data can add depth and dimension to a comprehensive assessment plan.

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Common spelling words to teach in grades 1-5

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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.

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The student will decode and encode words containing short vowels.

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Top 10 Resources for Spelling and Word Study

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Top 10 Resources for Spelling and Word Study

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Spelling and Writing Activities to do With Kids

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Spelling and Writing Activities to do With Kids

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Writing and Spelling Ideas to Use with Kids

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As children learn some letter-sound matches and start to read, they also begin to experiment with writing. These activities can be used with children to develop their writing and spelling abilities.

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The student will identify base words and affixes

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The student will blend base words and inflections to make words.

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Allen, K. (2005). Alphabet knowledge: Letter recognition, naming, and sequencing. In J. Birsh (Ed.), Multisensory teaching of basic language skills, 2nd Edition, pp. 113-150. Baltimore, Md.: Paul Brookes.

Apel, K., Masterson, J.J., and Niessen, N.L. (2004). Spelling assessment frameworks. In Stone, C.A., Silliman, E.R., Ehren, B.J., and Apel, K. (Eds.), Handbook of language and literacy: Development and disorders, pp. 644-660. New York: Guilford.

Bailet, L. (2004). Spelling instructional and intervention frameworks. In Stone, C.A., Silliman, E.R., Ehren, B.J., and Apel, K. (Eds), Handbook of language and literacy: Development and disorders, pp. 661-678. New York: Guilford.

Balmuth, M. (1992). The roots of phonics: A historical introduction. Baltimore, Md.: York Press.

Bear, D., Invernizzi, M., Templeton, S., and Johnston, F. (2000). Words their way (2nd Edition). Columbus, Ohio: Merrill.

Bryson, B. (1990). The mother tongue: English and how it got that way. New York: Avon Books.

Berninger, V. Vaughan, K., Abbott, R., Brooks, A., Abbott, S., Reed, E., Rogan, L. and Graham, S. (1998). Early intervention for spelling problems: Teaching spelling units of varying size within a multiple connections framework. Journal of Educational Psychology, 90, 587- 605.

Bryant, P., Nunes, T. and Bindman, M. (1997). Children's understanding of the connection between grammar and spelling. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia, pp. 219-240. Mahwah, N.J.: Erlbaum.

Carlisle, J.F. and Stone, C.A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428-449.

Carreker, S. (2005). Teaching spelling. In J. Birsh (Ed.), Multisensory teaching of basic language skills (2nd Edition), pp. 257-295. Baltimore, Md.: Paul Brookes.

Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy, pp. 3-40. Mahwah, NJ: Erlbaum.

Ehri, L. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19-49.

Ehri, L. (2004). Teaching phonemic awareness and phonics. In P. Mc- Cardle and V. Chhabra (Eds.), The voice of evidence in reading research, pp. 153-186. Baltimore, Md.: Brookes Publishing.

Ehri, L. and Snowling, M.J. (2004). Developmental variation in word recognition. In Stone, C.A., Silliman, E.R., Ehren, B.J., and Apel, K. (Eds.), Handbook of language and literacy: Development and disorders, pp. 433-460. New York: Guilford.

Grace, K. (in press). Phonics and spelling through phoneme-grapheme mapping. Longmont, Colo.: Sopris West.

Graham, S., Harris, K.R., and Loynachan, C. (1994). The spelling for writing list. Journal of Learning Disabilities, 27 (4), 210-214.

Hanna, P.R., Hanna, J.S., Hodges, R.E., and Rudorf, E.H., Jr. (1966). Phoneme-grapheme correspondences as cues to spelling improvement (USDOE Publication No. 32008). Washington, D.C.: U.S. Government Printing Office.

Henry, M. (2003). Unlocking literacy. Baltimore, Md.: Brookes Publishing.

Henry, M. (1997). The decoding/spelling curriculum: Integrated decoding and spelling instruction from pre-school to early secondary school. Dyslexia, 38, 178-198.

Kessler, B. and Treiman, R. (2001). Relationships between sounds and letters in English monosyllables. Journal of Memory and Language, 44, 592-617.

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Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.

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More resources: Writing and Spelling (PBS Launching Young Readers series) Spelling: self-paced course Topics A-Z: Spelling and Word Study Learning to spell is built on a child's understanding that words are made up of separate speech sounds (phonemes) and that letters represent those sounds.

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Students identify words that share the same root by playing a card game.

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Students sort words into words that have suffixes, prefixes, both prefixes and suffixes, and those that have no affixes.