WORD SORTING: A DEVELOPMENTAL SPELLING APPROACH TO WORD STUDY FOR DELAYED READERS

Abstract

This article presents an approach to word study instruction, wordsorting, that is based on recent spelling research. The first section reviews findings from research that support the conceptual and developmental nature of learning to spell, the close relationship between word knowledge in reading and spelling, and the similar patterns of development for normally progressing and delayed readers. The second section focuses on the use of word sorting as an instructional technique. Supporting studies are reviewed, and a conceptual framework consistent with research findings is presented. Then variations in word sorting activities are explained, basic components and extensions are described, and special considerations for working with delayed readers are discussed.