Abstract
Traditional spelling instruction continues in the classroom, for the most part as an isolated event out of touch with the other language arts and uninformed by the level of word knowledge appropriate for each student. However, spelling assessments administered periodically can enable teachers to obtain quantitative (level) and qualitative (error-type) information about each student's spelling ability and provide the basis for an effective word-study program. Word study, using categorization sorts and word-play activities, helps students investigate word patterns and become knowledgeable spellers who do not need to rely solely on memory. Integration of spelling and word-study activities with reading and writing provides further reinforcement and encourages learning in all of the language arts.
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