Abstract
Improving students’ spelling proficiency can increase their reading performance. Unfortunately, many students with specific learning disabilities in reading struggle with spelling. These students are often served in general education settings and provided with limited support for spelling. Recently, however, teachers have begun to incorporate sound walls—a visual representation of the connection between letter sounds (phonemes) and letters (graphemes)—as a tool to promote spelling and other literacy-related skills. This article provides information on what sound walls are, how they differ from word walls, and guidance on how to incorporate sound walls within a structured approach to literacy.
Funder
Office of Special Education Programs, Office of Special Education and Rehabilitative Services
Subject
Developmental and Educational Psychology,Education
Reference31 articles.
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