CHAPTER 10 - SPELLING
Discussion Questions
1.How do processing problems effect spelling skills? What do children who have spelling-related processing problems do/look like?
| Processing Problem | Explanation/Observable Behaviors |
| Attention | |
| Spatial (visual) Perception/production | |
| Sequential (auditory) Perception/production | |
| Memory | |
| Language | |
| Higher Order Thinking | |
| Fine Motor Output |
2. If a thorough assessment of spelling includes the following parameters, (1) Recognition (multiple choice) and recall (dictated) (2) Single words and context (3) Use of various types of cues and strategies (skills), what types of tasks could you use to assess the first two parameters?
| Single Words | Context | |
| Recognition Task | ||
|
Recall Task |
3. Levine suggests that a thorough assessment of spelling includes lists of words that require use of all types of clues. What spelling cues do children use? Give examples.
4. A thorough assessment of spelling also looks at spontaneous errors. What types of error patterns should you look for in children's spelling?