ABSTRACT
This chapter discusses the effective methods for teaching spelling that take account of these factors such as visual, auditory, kinaesthetic, cognitive and metacognitive underpinnings of learning spelling and are supported by research evidence. From the many studies of teaching spelling that have been conducted over the years there is consensus that, in addition to constant exposure to words through daily reading and writing, it is also necessary to provide students with explicit instruction. One essential component of effective instruction already referred to is teaching students cognitive strategies for tackling new words and for checking and self-correcting. Often a cognitive strategy can be taught in the form of a simple 'mental script' that an individual can draw upon when needed. The script directs the learner to think logically and respond appropriately at each stage in spelling and checking a word.
