ABSTRACT
In our language programme the systematic teaching of spelling is begun when the teaching of phonics begins. The method used in teaching spelling should reinforce the method used in the teaching of reading. It should take into account the individual differences in the class and should play its part in developing those abilities being used in the reading process. The grading of the complete assignments should be such that the slowest learners experience cumulative feelings of success. When marking free compositions correct only those spelling mistakes which the child at his spelling attainment level ought not to make. Too many corrections may greatly inhibit a child’s willingness to express himself freely, unselfconsciously and pleasurably.
