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Teaching Children With Developmental Spelling Difficulties in a One-on-One Context

Published online by Cambridge University Press:  02 March 2012

Saskia Kohnen  and
Lyndsey Nickels
Saskia Kohnen*
Affiliation:
Macquarie Centre for Cognitive Science, Macquarie University, Sydney. skohnen@maccs.mq.edu.au
Lyndsey Nickels
Affiliation:
Macquarie Centre for Cognitive Science, Macquarie University, Sydney.
*
*Address for correspondence: Saskia Kohnen, Macquarie Centre for Cognitive Science (MACCS), Macquarie University, Sydney, NSW 2109, Australia.
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Abstract

The aim of this article is to provide clinical and practical guidance for the provision of one-on-one intervention for children with spelling difficulties. We briefly discuss the requirements of theoretically guided assessment and suggest some norm-based assessment tools in this light. The main focus of this article is on teaching children with spelling difficulties in a one-on-one context. Previous research has shown that children present with spelling difficulties of different types and that intervention is most effective when targeted at the specific difficulty. Hence, we outline different interventions for different subtypes of developmental spelling difficulties.

Keywords

spelling difficultiesinterventionteaching methods
Type
Articles
Information
Australasian Journal of Special Education , Volume 34 , Issue 1 , 01 May 2010 , pp. 36 - 60
Copyright
Copyright © Cambridge University Press 2010

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