ABSTRACT
The ultimate aim of successful spelling instruction is ‘automatic spelling’ when a writer is able to spell words spontaneously with only occasional deliberations. Researchers are just beginning to unravel some of the component cognitive abilities which are necessary for the smooth acquisition of correct spellings. Teachers who realize the diagnostic potential of invented spellings are more likely to notice which children are failing to acquire basic skills. The more complex levels of orthography and the need for accurate coding and recall of orthographic information should be stressed once children have acquired basic alphabetic skills. The chapter focuses on the most essential requirements of a classroom-based remediation programme. Children whose spelling skill is at a particularly elementary level usually have difficulties with phonological processing and phonemic awareness. Poor spellers tend to forget the spelling patterns they have been taught. They need much revision and over-learning before they can assimilate new sound-letter rules.
