Principles and methods of spelling instruction: Applications for poor spellers

Three methods of teaching spelling in classrooms are reviewed and critiqued from the standpoint of the poor speller. Memorization of word lists and wo rd analysis methods are direct methods that focus on individual words. Spel ling can also be taught indirectly as part of authentic reading and writing activities. Newer methods of teaching spelling attempt to engage the child as a problem solver by highlighting the regularities and system in spellin g. Some authors recommend a balance between direct (explicit) and indirect methods. Activities reviewed in this article vary in the extent to which th ey draw children's attention to phonological, orthographic. and meaning pat terns inherent in English spelling. Within this framework, activities and m odifications shown to enhance the performance of poor spellers are presente d.