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Spelling Facilitates Reading: A Tutorial on the Spell-to-Read Approach.

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  • 1Department of Communication Sciences & Disorders, Idaho State University, Pocatello.

Language, Speech, and Hearing Services in Schools
|April 16, 2024
PubMed
Summary
This summary is machine-generated.

Speech-language pathologists (SLPs) can identify and teach spelling skills in children. Early spelling intervention, grounded in metalinguistic activities, supports reading development and identifies potential dyslexia.

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Area of Science:

  • Speech-language pathology
  • Literacy development
  • Educational psychology

Background:

  • Speech-language pathologists (SLPs) in schools frequently work with children experiencing reading and spelling difficulties.
  • Spelling errors are early indicators of dyslexia and crucial for identifying students needing intervention.
  • The American Speech-Language-Hearing Association (ASHA) includes literacy and spelling within the SLP scope of practice.

Purpose of the Study:

  • To guide SLPs in assessing and identifying spelling development phases in children.
  • To provide methods for teaching spelling to enhance reading skills.
  • To emphasize a listening-first approach in spelling instruction.

Main Methods:

  • Assessment of spelling development stages.
  • Implementation of evidence-based spelling and literacy instruction.
  • Utilizing metalinguistic activities in spelling instruction from kindergarten through high school.

Main Results:

  • Spelling assessment and intervention are integral to SLP practice in schools.
  • Metalinguistic activities enhance access to word representations and support reading.
  • Effective spelling instruction builds a foundation for reading fluency and comprehension.

Conclusions:

  • Learning to spell is fundamental for reading acquisition.
  • SLPs are equipped to assess spelling development and implement targeted interventions.
  • A listening-first approach to spelling instruction facilitates reading development.