Spelling and the Speech-Language Pathologist: There's More than Meets the Eye

Cheryl M. Scott; Sharon L. Brown

doi:10.1055/s-2001-16145

Seminars in Speech and Language, Table of Contents

Semin Speech Lang 2001; 22(3): 197-208
DOI: 10.1055/s-2001-16145

Spelling and the Speech-Language Pathologist: There's More than Meets the Eye

Cheryl M. Scott¹ , Sharon L. Brown²

¹Northwestern University, Evanston, Illinois
²private practice, Stillwater, Oklahoma

Abstract

ABSTRACT

Interest in spelling and spelling difficulties has increased in recent years. Like reading, spelling is no longer viewed as a strictly visual process. Rather, the language basis of spelling is evident in the phonological, orthographic, morphological, and even syntactic knowledge required to be a good speller. Speech-language pathologists (SLPs) have expertise in basic language processes that enable them to play an important role in assessment and intervention for spelling problems. Underscoring the importance of this effort are the serious social and vocational consequences attached to poor spelling and the intractable nature of spelling problems. This article reviews information about spelling-language connections, the nature of spelling problems, and assessment and intervention principles or procedures that represent best practices based on current spelling research. Implications for SLPs working with students who have spelling difficulties are suggested throughout.

KEYWORD

Spelling disorders - speech-language pathology - spelling assessment - spelling instruction

Full Text

References

REFERENCES

1 American Speech-Language-Hearing Association. Roles and Responsibilities of Speech-Language Pathologists with Respect to Reading and Writing in Children and Adolescents (Guidelines). Rockville, MD: Author; 2000
2 Kamhi A, Hinton L. Individual differences in spelling ability. Top Lang Dis . 2000; 20 37-49
3 Allal L. Learning to spell in the classroom. In: Perfetti C, Rieben L, Fayol M, eds. Learning to Spell: Research, Theory, and Practice Across Languages Mahwah, NJ: Lawrence Erlbaum 1987: 129-150
4 Scott C. Principles and methods of spelling instruction: applications for poor spellers. Top Lang Dis . 2000; 20 60-82
5 Blalock J, Johnston D. Adults with Learning Disabilities: Clinical Studies. New York: Grune & Stratton; 1987
6 Chomsky N, Halle M. The Sound Pattern of English. New York: Harper & Row; 1968
7 Bear D R, Invernizzi M, Templeton S, Johnston F. Words Their Way. Upper Saddle River, NJ: Merrill; 2000
8 Gentry J R. An analysis of developmental spelling in GNYS at WRK. The Reading Teacher . 1992; 36 192-200
9 Read C. Children's Creative Spelling. London: Routledge & Kegan Paul; 1986
10 Hughes M, Searle D. The Violent E and Other Tricky Sounds: Learning to Spell from Kindergarten to Grade 6. York, ME: Stenhouse; 1997
11 Vygotsky L. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press; 1978
12 Ehri L. Learning to read and learning to spell: Two sides of a coin. Top Lang Dis . 2000; 20 19-36
13 Gentry J R. A retrospective on invented spelling and a look forward. Reading Teacher . 2000; 54 318-332
14 Liberman I, Rubin H, Duques S, Carlisle J. Linguistic abilities and spelling proficiency in kindergartners and adult poor spellers. In: Gray D, Kavanaugh J, eds. Biobehavioral Measures of Dyslexia Parkton, MD: York Press 1985: 163-176
15 MacDonald G W, Cornwall A. The relationship between phonological awareness and reading and spelling achievement eleven years later. J Learn Dis . 1995; 28 523-527
16 Bruck M. Component spelling skills of college students with childhood diagnoses of dyslexia. Learn Dis Q . 1993; 16 171-184
17 Morris D, Perney J. Developmental spelling as a predictor of first-grade reading achievement. Elem School J . 1984; 96 145-162
18 Gough P, Juel C, Griffith P. Reading, spelling, and the orthographic cipher. In: Gough P, Ehri L, Treiman R, eds. Reading Acquisition Hillsdale, NJ: Lawrence Erlbaum Associates 1992: 35-48
19 Berninger V, Vaughan K, Abbot R. Early intervention for spelling problems: teaching functional spelling units of varying size with multiple-connections framework. J Ed Psychol . 1998; 90 587-605
20 Ehri L. The development of orthographic images. In: Frith U, ed. Cognitive Processes in Spelling London: Academic Press 1980: 311-338
21 Berninger V. Development of language by hand and its connections with language by ear, mouth, and eye. Top Lang Dis . 2000; 20 65-84
22 Treiman R, Bourassa D. The development of spelling skill. Top Lang Dis . 2000; 20 1-18
23 Moats L. Spelling: Development, Disability, and Instruction. Baltimore, MD: York Press; 1995
24 Leonard L. Children with Specific Language Impairment. Cambridge, MA: MIT Press; 1998
25 Carlisle J. The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Ann Dyslexia . 1987; 27 90-108
26 Perfetti C. The representation problem in reading acquisition. In: Gough P, Ehri L, Treiman R, eds. Reading Acquisition Hillsdale, NJ: Lawrence Erlbaum Associates 1993: 145-174
27 Ehren B. The Role of the School-Based Speech-Language Pathologist Vis-à-Vis IDEA '97. Washington, DC: American Speech-Language-Hearing Association; 2000
28 Bear D, Templeton S. Explorations in spelling: foundations for learning and teaching phonics, spelling, and vocabulary. Reading Teacher . 1998; 52 222-242
29 Masterson J, Apel K. Spelling assessment: charting a path for optimal intervention. Top Lang Dis . 2000; 20 50-65
30 Turbill J. Developing a spelling conscience. Lang Arts . 2000; 77 209-217
31 Moats L. Opinion pieces: what is the role of the speech-language pathologist in assessing and facilitating spelling skills?. Top Lang Dis . 2000; 20 83-93
32 Graham S. Handwriting and spelling instruction for students with learning disabilities: a review. Learn Dis Q . 1999; 22 78-98
33 Rymer R, Williams C. ``Wasn't that a spelling word?'' <~>Spelling instruction and young children's writing. Lang Arts . 2000; 77 241-249
34 Berninger V. Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learn Dis Q . 1999; 22 99-112
35 Masterson J, Crede L. Learning to spell: implications for assessment and intervention. Lang Speech Hear Serv Schools . 1999; 30 243-254
36 Moats L, Apel K, Masterson J, Gillon G. Spelling Development, Assessment, and Intervention: Spelling It Out for SLPs. Washington, DC: American Speech-Language-Hearing Association; 2000
37 Berninger V, Vaughan K, Abbott R. Language-based spelling instruction: teaching children to make multiple connections between spoken and written words. Learn Dis Q . 2000; 23 117-135