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Language, Speech, and Hearing Services in Schools Vol.30 243-254 July 1999.
© American Speech-Language-Hearing Association
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Learning to Spell

Implications for Assessment and Intervention

Julie J. Masterson 1
Leigh Anne Crede 2
1 Southwest Missouri State University, Springfield
2 Careworks, Inc., Greenville, NC

JulieMasterson{at}mail.smsu.edu

Background information regarding spelling development and factors that influence spelling performance are presented. The use of this information in assessment and intervention activities with a student who had deficits in spelling is illustrated. After 6 weeks of treatment, the student showed improvements in both formal and informal measures of spelling performance. Implications for optimal assessment and intervention methods, as well as directions for future research, are discussed.

KEY WORDS: spelling, intervention, assessment, language-learning disabilities

Submitted on August 3, 1998
Accepted on April 5, 1999


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