ABSTRACT
Teachers play a crucial role in spelling instruction, but some teachers are held back by their lack of knowledge and experience. With spelling, as with grammar or punctuation instruction, there are some important variables that influence pedagogical effectiveness and student interest, including type of instruction and teacher enthusiasm. There are also learner variables like the lexical quality of codes and knowledge of conscious spelling strategies. This chapter focuses on the phases of spelling development among native-speaking children before dealing with the issues faced by English L2 learners. As expected, L2 learners may transfer knowledge of L1 spelling conventions to L2.
