Embed spelling (encoding) practice of taught words in decoding lessons¶

Strategy · All strategies
Evidence · no claims cited

Description¶

During word-reading intervention, have students spell the monosyllabic and multisyllabic words they are learning to read. "Spelling words will help reinforce the vowel and consonant letter-sounds and combinations students are learning." Students read the word aloud, think about its parts and syllables before writing it, spell additional words with the same letter-sounds and combinations, and finally write words from memory.

Design Implications¶

Context¶

Requirements¶

• Begin by asking students to read the word aloud and spell it
• Give students additional words to spell that include the same vowel and consonant letter-sounds and combinations

Constraints¶

Target Learners¶

• Students in grades 4–9 with reading difficulties

Target Learning Goals¶

• Solidifying vowel and consonant letter-sound knowledge for reading multisyllabic words

Related Strategies¶

• Spelling Instruction
• Syllable Division Instruction
• Morphology Instruction
• How Spelling Supports Reading
• Phonics Instruction

Examples¶

-

Key Sources¶

• Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/