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Scientific Spelling
Training/Refresher
“Teaching students to spell words can enhance students’
ability to read those words, to read novel words
containing phonemes in the instructed words, and to
spell words with similar alphabetic patterns”
(e.g., de Rose, de Souza, & Hanna, 1996; Harper, Mallette, Maheady, Parkes, & Moore, 1993; Okyere, Heron, & Goddard,
1997).” (Noell, et al, 2006)
 What do we need out of a spelling
program?
Why it works
 The problem-solving aspect
 Multi-sensory aspect
 Discovery aspect
Why it works
 The problem-solving aspect
 Identify number of sounds or number of
syllables
 Spell each syllable separately
 Chose letter or letter team for each
sound
 Apply any rules
 confirm
 Part of spelling lesson and part of writing
Why it works
 Multi-sensory aspect
 Students saying and spelling words out loud and
tapping out sounds
 Students saying and writing words at same time
 “The most striking finding was that oral spelling
instruction in which the printed word was neither
presented nor produced resulted in substantial
generalization to reading.”
Noell, G, Connell, J., & Duhon, G. (2006). Spontaneous Response Generalization During Whole
Word Instruction: Reading to Spell and Spelling to Read. Journal of Behavioral Education,. 15
(3), pp121-130.
Why it works
 Discovery aspect
 Aural discovery – “All these words
have what sound?”
 Predict spelling for that sound
 Visual discovery – “All these words
have what pattern?”
 Articulate rule
 confirm
Why it works
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The solving aspect
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Multi-sensory aspect
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Identify number of sounds or number of syllables
Spell each syllable separately
Chose letter or letter team for each sound
Apply any rules
confirm
Part of spelling lesson and part of writing
Students saying and spelling words out loud and tapping out sounds
Students saying and writing words at same time
Discovery aspect
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Aural discovery – all these words have what sound?
Predict spelling for that sound
Visual discovery – all these words have what pattern?
Articulate rule
confirm
Scientific Spelling
week #16
(er) Sound = er or
or
I am going to say some words.
I want you to repeat each word
after me and listen for the sound
that is the same in all of the
words.
_____ _____ _____
_____ _____ _____
What sound did you hear in all the
words?
Yes, you heard the (er) sound.
In what position of the word did you hear the (er)
sound?
Initial? Medial? or Final position?
Yes, it was in the medial and final positions.
Let’s make a prediction about how
this sound might be spelled.
Think about what you know about the language.
How do you think this sound might be spelled?
The (er) sound has more than one spelling.
Let’s see if you can discover the different spellings and
when to use them.
Look carefully at these words.
welder
swerve
member
sweeper
world
worst
worth
worship
worms
Let’s look at the first column.
welder
swerve
member
sweeper
All these words have the (er) sound.
What letter or letters are the same?
In what position do you see the letter(s)?
First column
welder
swerve
member
sweeper
What does the pattern seem to be?
Who can tell me the pattern?
When is the (er) sound spelled this way?
First Column
welder
swerve
member
sweeper
The (er) sound in the initial, medial, or final
position of a base word = er (fern)
Let’s look at the second column.
world
worst
worth
worship
worms
All these words have the (er) sound.
What letter or letters are the same?
In what position do you see the letter(s)?
Second Column
world
worst
worth
worship
worms
What does the pattern seem to be?
Who can tell me the pattern?
When is the (er) sound spelled this way?
Second Column
world
worst
worth
worship
worms
The (er) sound after w = or (world)
The (er) sound has different
spellings.
Tell me the different spellings and when you
will use them.
The (er) sound in the initial, medial, or final
position of a base word = er (fern)
The (er) sound after w = or (world)
Turn to page 12 in the green section of your
spelling binder.
Now, lets read the information we learned about today at
the top of the page.
___________________________________
(er)
The (er) sound in the initial, medial, or final position of a
base word = er (fern)
The (er) sound after w = or (world)
S.O.S
(Save Our Spelling)
Procedure
1. LOOK AND LISTEN
Students look at the teacher’s mouth and listen as teacher dictates the word.
2. ECHO AND THINK
Students repeat the word and think about the component parts of the word
(sounds, syllables, base words, and affixes.)
3. NAME THE LETTERS
Students name the letters aloud.
4. NAME THE LETTERS AND WRITE
Students write the word, naming letters as they write.
5. READ TO CHECK
Students read the word they have written and name the letters.
Now let’s look at the some of our
other spelling words for this week.
letters
address
Do you see any rule words that we learned
about previously?
The Rabbit Rule
There are three checkpoints:
1. Two-syllable base word
2. Short vowel
3. One medial consonant sound
If any checkpoint is missing, you will not
double the medial consonant.
Turn to page 2 in the yellow section of your
spelling binder.
Add these words:
letters
address
Here are the rest of the words for
this week’s spelling list:
won’t
doesn’t
isn’t
haven’t
The last four words are irregular words.
An irregular word is a word that is spelled in an
unexpected way.
09 Irregular Word Procedure.mpg
Irregular word procedures
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3 times
3 times
3 times
3 times
check
trace word and say letters
write and say
cover and self test orally
fold over and self test written
“Teachable spelling moments”
 “Most researchers agree that it is good
practice to encourage invented spelling and
teach correct spelling. The two go hand-inhand.” (Gentry, 2001).
 Reiben, et al (2005) found that inventive
spelling coupled with feedback was more
effective in promoting word reading than
inventive spelling alone or copied spelling.
Gentry, J. R. (2001). 5 myths about spelling DISPELLED! Instructor, 11( 3), pp 31-33.
Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005). Effects of Various Early Writing Practices on Reading and Spelling. Scientific
Studies of Reading, 9(2), p145-166.
Tasks
 List for next week
 Techniques to apply next week
 Schedule for in-class demonstrations
for next week