Spelling instruction can boost both reading and writing for students with learning disabilities

Forget the feared spelling test on Friday and do not rely on spelling verification to do the work. For too long, spelling was treated as a memorization by heart or rejected as useless in an era of tools for writing autocorreta and artificial intelligence.

A new study led by assistant professor Brennan Chandler noted that teaching spelling plays an essential role by helping students with learning disabilities both in reading and writing.

The meta-analytical journal, published in the Learning Disability Journalanalyzed 59 research trials, including more than 2,200 students from kindergarten to 9th year. The research team has examined decades of evidence on spelling interventions to understand their impact on students with or at risk of learning disabilities, such as dyslexia.

The results were clear: teaching spelling improves more than a simple spelling. The students of spelling interventions carried out measurable gains both in their ability to properly spell words and their ability to read them. Certain approaches have proven to be particularly effective, such as teaching students to use multi-linguistic methods (integrate sounds, spelling models and parts of words) and use study strategies. Other approaches, such as teaching spelling based on phonetics, not only an improved spelling, but also reinforced words reading skills.

However, the examination also revealed a gap: there are relatively few spelling intervention programs available in the trade that schools adopt. To remedy this, Chandler works with his team to adapt and develop spelling intervention routines based on research which can be superimposed on existing reading instruction to intensify support for reading and writing results.

“For years, the spelling has been treated as a memorization of weekly words lists or something that technology can resolve with spelling verification,” said Chandler. “But our results show that the teaching of direct and systematic spelling is a powerful tool for learning. When schools give students, in particular those with dyslexia, significant spelling teaching, it strengthens the bases of reading and writing and serves as an important tool for learning.”

It is the first meta-analysis to synthesize in depth nearly five decades of research on spelling interventions for students with or at risk for learning disabilities. This study provides political educators and clear proofs that teaching spelling is an important element in teaching literacy aligned with science.