Abstract
Kelly is careful about her spelling. In fact, she attends very carefully to her spelling. She is an above-average student; she is not learning disabled; she knows that spelling is a problem for her; she even knows why. But she is not alone with this problem. Many other students, in spite of theoretically sound, elementary school spelling instruction, come to middle school as poor spellers and encounter teachers who rebuke them for their misspellings. This article will identify the skills needed to be a proficient speller, offer some ad vice concerning when to hold students ac countable for correct spelling, and suggest some compensation strategies that teachers can encourage poor spellers to use.
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