ABSTRACT
This chapter examines the specific strategies that spellers can be taught to use when attempting to learn and remember words. In addition, Cooke suggests that multisensory input should be used when the student is trying to store the structure of an irregular word in memory. The self-help strategy called Simultaneous Oral Spelling (SOS) was first developed by Gillingham and Stillman as part of a multisensory approach to reading and spelling. The strategy was devised by Lyndon, who identified proactive inhibition as the probable reason for failure of many remedial teaching methods to help a student unlearn incorrect responses. Johnston, McGeown and Watson report that teaching synthetic phonics has a positive effect on young children's spelling ability. Mnemonics need not be purely verbal, but can also be made visual. Visual strategies should be taught alongside phonetic strategies to ensure that students can use both strategies in a coordinated and complementary manner.
