The Use of Direct Spelling Instruction for Children With Language Impairment

Abstract

Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number of literacy skills such as phonemic awareness, reading, and spelling. This article outlines a 10-week direct spelling intervention program that is aimed at improving the literacy skills of children with language impairment. This treatment protocol may be adapted as necessary to meet the needs of individual students.