Spelling Instruction in Special Education Classrooms: A Survey of Practices

Special education teachers were asked to differentiate between practices for spelling instruction which do and do not have adequate empirical support. They were also asked to report on the extent to which they employed various instructional practices in teaching spelling. Outcomes suggest that special educators may have several misconceptions concerning appropriate and inappropriate methods of instruction. Further, it appears that teachers use a variety of methods on a regular basis which lack empirical support in teaching spelling. Several suggestions for improving training and practice are presented.