Spelling
Strategy: Add-a-Word approach using Simultaneous Oral Spelling and Visual
Imagery strategies
Appropriate Grade Level: 2nd- 6th
Procedures/Steps:
Spelling words are practiced each day. A new word is added to the list and an old one is
removed once it can be spelled correctly two or three days in a row. The most important
element of this approach is daily testing.
One way to practice words daily is to use the Simultaneous Oral Spelling strategy:
1. The teacher reads the word
2. Child reads the word
3. Child writes the word saying the name of each letter
4. Child says word again
5. The teacher examines the written response and child corrects the word if necessary
6. The above steps are repeated two times
Another strategy to use to practice words daily using this approach is Visual Imagery:
1. The students look at the word and say its name.
2. The students close their eyes and imagine the word in their mind.
3. Tell the students to name letters with their inside voice.
4. Then tell them to open their eyes and write the word
5. Check spelling and repeat steps if the word is not spelled correctly.
Comments and/or tips:
* The add-a-word approach has proved to be effective with students with learning disabilities
because students are only given new words after they master old ones. Students don't feel so
overwhelmed.
* Either the Visual Imagery or Simultaneous Oral Spelling strategies can be used depending on
students’ individually learning styles. Other strategies can be used as well with this approach
(Cover-Copy-Compare & Kinesthetic Methods). The most important part is that words are practiced
daily.
* The amount of words a student learns in a week depends on the student's individual abilities, not
all students will learn the same amount of words in one week.
Source:
Graham, Steve. (1999). Handwriting and spelling instruction for students with learning
disabilities: a review. Learning Disability Quarterly,22(2),78-98.