The Application of Sameness Analysis to Spelling

Three approaches to spelling instruction are reviewed: (1) whole word, (2) phonemic analysis, & (3) morphemic analysis. The theoretical potential of each of the approaches for helping learning-disabled students to achieve generalization in their spelling is discussed in terms of sameness analysis. Empirical data is limited, but suggest that all spelling programs contain some elements of the three approaches. Programs designed around whole word instruction may unavoidably promote phonemic generalization. Most programs also include some attention to morphemic elements in terms of prefixes & suffixes. When questioned, educators prefer that students spell by generalization rather than by memorization. It is suggested that instructional programs be piloted prior to adoption to allow for proper evaluation. The influence of generalization on retention & transfer is discussed, & practical recommendations for evaluation of programs are offered. 28 References. Adapted from the source document