ABSTRACT
Spelling continues to be a neglected aspect of language study, especially for adolescents. This chapter argues that accurate spelling is a foundational subskill for written composition and that older students can improve their spelling through informed instruction. Good instruction links spelling patterns to language history, word meanings, and word use and provides opportunities for extended practice. Concepts are explained directly and systematically, word lists are organized by sound, syllable, and morpheme patterns, and transfer to writing is facilitated through dictation, proofreading, and structured writing. Learning to spell has positive effects on word recognition in reading and on vocabulary development.
