Abstract
selected by various criteria to teach spelling to children. The history of spelling books can be traced from Webster's famous blue-back speller to the profusion of spelling materials available today. But textbooks have not been entirely satisfactory. This is not surprising, since many spelling materials are divorced from writing. Textbooks tend to rely on spelling exercises and activities that emphasize either the teaching of linguistic rules, or the teaching of visual-tactile techniques, or a combination of the two. Linguistic rules and visual-tactile techniques alone are not sufficient to develop spelling competence. Spelling achieves functional meaning only through writing. The final test of a good speller is how well he spells words in composi-
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