ABSTRACT
We know a great deal about how children learn to spell and instructional practices that best support the natural progression from early written marks on the page to conventional spelling. We understand that spelling, writing, and reading all develop simultaneously in an inextricably connected process. Common spelling instruction, in which students are forced to memorize word lists, is rooted in misconceptions about how children become conventional spellers. Such practices segregate spelling as a distinct act, when spelling should be learned in its natural context — as children compose. Although many teachers enthusiastically support children's spelling through appropriate instructional techniques, antiquated and ineffective spelling practices persist. This chapter is intended to provide a research-informed call to reclaim spelling instruction from rote memorization to supportive of the overall goal of encouraging children to become involved readers and expressive writers.
