[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-506335-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-506335-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","why-teach-spelling-part-1-why-teach-spelling","Why Teach Spelling - Part 1 - Why Teach Spelling","","Why Teach Spelling compiles research-backed guidance on making spelling instruction a meaningful part of K–12 literacy. It addresses why spelling matters, how spelling ability develops, and major instructional approaches including whole-word, phonemic, and morphemic spelling, along with classroom implications and conclusions. The booklet also positions itself as part of an instructional suite that links spelling to reading and provides companion tools for evaluating spelling programs and mapping Common Core State Standards to spelling expectations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/why-teach-spelling-part-1-why-teach-spelling/506335/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/why-teach-spelling-part-1-why-teach-spelling/506335.png","ImageObject",300,407,{"name":42,"@type":43},"iuabcfuw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-05",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why teach spelling in today’s classrooms?","Question",{"text":63,"@type":64},"The document explains that spelling instruction supports students’ reading abilities and retains an important role even amid competing literacy priorities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is spelling ability expected to develop?",{"text":68,"@type":64},"It describes models of spelling development and connects those models to instructional approaches used in schools.",{"name":70,"@type":61,"acceptedAnswer":71},"What instructional approaches does the document cover?",{"text":72,"@type":64},"It outlines whole-word spelling instruction, phonemic spelling instruction, and morphemic spelling instruction, including implications for classroom teaching.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},506335,1791551624,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":98,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},3985747874027,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","• Why spelling instruction matters  \n• a checklist for evaluating a spelling program  \n• tables of Common Core State StandardS linked to spelling  \nWhy Teach Spelling?  \nWhy Teach Spelling?  \n• Why spelling instruction matters  \n• a checklist for evaluating a spelling program  \n• tables of common core state standards linked to spelling  \nDeborah K. Reed  \nThe University of Texas at El Paso  \nThis publication was created by the Center on Instruction, which is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group; Lawrence Hall of Science at the University of California, Berkeley; Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.  \nThe author acknowledges the editorial and production support provided by Angela Penfold, C. Ralph Adler, and Robert Kozman of RMC Research Corporation, and Debby Miller and Connie Verhagen of the Florida Center for Reading Research at Florida State University.  \nThe development of this document was supported by the U. S. Department of Education, Office of Elementary and Secondary Education and Office of Special Education Programs,  \nunder cooperative agreement S283B050034 . However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.  \nPreferred citation  \nReed, D. K. (2012) . Why teach spelling? Portsmouth, NH:  \nRMC Research Corporation, Center on Instruction.  \nCopyright © 2012 by the Center on Instruction at RMC Research Corporation  \nto download a copy of this document, [visit www.centeroninstruction.org](visit www.centeroninstruction.org).  \nconTenTS  \n1 Why Teach Spelling?  \n2 RefeRenceS  \n3 Why Spelling inSTRucTion maTTeRS  \n5 Why does spelling matter?  \n8 How does spelling ability develop?  \n10 Whole-word spelling instruction  \n13 Phonemic spelling instruction  \n16 Morphemic spelling instruction  \n20 Implications for instruction  \n24 concluSion  \n25 RefeRenceS  \n31 appendix a  \n34 SuggeSTionS foR fuRTheR Reading  \n35 checkliST foR evaluaTing a Spelling pRogRam  \n39 TableS of CoMMon Core state standards linked To Spelling  \n41 the format of the tables  \n42 Caveats about the content in the tables  \nWhy Teach Spelling?  \nthe three components of this Center on Instruction collection  \nHas spelling become an antiquated concept in this world of instantaneous online referencing, automatic document spellchecking, and the public’s disheartening patience with a poorly spelled word? In every teacher’s crowded instruction schedule, does spelling have a place—or has it become an anachronism, its instructional power fading with the intense focus and scrutiny on other literacy  \nskills considered to be more critical?  \nThis booklet collects three documents that support the teaching of spelling intoday’s schools: Why Spelling Instruction Matters, A Checklist for Evaluating a Spelling Program, and Tables of Common Core State Standards Linked to Spelling have been created to support state education agencies and technical assistance providers in their work with K-12 teachers. They follow the release of other Center on Instruction research summaries addressing the link between writing and reading development (Graham & Hebert, 2010) and the strategies found to improve the writing performance of older students (Graham & Perin, 2007) . Both works identified spelling as a critical literacy skill.  \nTo find  \n• Synopsis of “Writing to Read: Evidence for How Writing Can Improve Reading”(and its related webinar Writing and Writing Instruction to Improve Reading: What We Have Learned from Research) and  \n• Synopsis of “Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools”(and its related webinar Identifying and Implementing Key Components of Effectiv","cbCaio8QAMbOe4pU","https://ap.wps.com/l/cbCaio8QAMbOe4pU","pdf",933448,"English","# Why Teach Spelling?\n## Why does spelling matter?\n## How does spelling ability develop?\n## Whole-word spelling instruction\n## Phonemic spelling instruction\n## Morphemic spelling instruction\n## Implications for instruction\n## Conclusion\n# ReferenceS\n## appendix a\n## Suggestions for further reading\n## checklist for evaluating a spelling program\n## Tables of common core state standards linked to spelling","[{\"question\":\"Why teach spelling in today’s classrooms?\",\"answer\":\"The document explains that spelling instruction supports students’ reading abilities and retains an important role even amid competing literacy priorities.\"},{\"question\":\"How is spelling ability expected to develop?\",\"answer\":\"It describes models of spelling development and connects those models to instructional approaches used in schools.\"},{\"question\":\"What instructional approaches does the document cover?\",\"answer\":\"It outlines whole-word spelling instruction, phonemic spelling instruction, and morphemic spelling instruction, including implications for classroom teaching.\"}]","Why Teach Spelling - Part 1 - Why Teach Spelling | PDF",1791162937,151]