Abstract
Current research in spelling development emphasizes specific linguistic factors that provide the foundation for spelling abilities. These factors are addressed in the case of a fifth-grade student with spelling difficulties. The student participated in a short-term intervention program focused on increasing spelling skills by incorporating multiple linguistic factors that underlie spelling development. Specifically, prescriptive assessment results led to an intervention plan targeting orthographic knowledge and phonemic awareness skills. The student demonstrated clinically significant improvement in spelling performance. Word-level reading ability also improved without direct reading instruction. Results of the case study suggest a multiple linguistic approach to spelling instruction may improve spelling and other literacy skills.
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