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FERNALD METHOD FOR SPELLING INSTRUCTION Purpose This spelling method is appropriate for students who have difficulty retaining spelling words and learning to spell exception words. Select words that the student uses frequently in writing. Procedure 1. Write the word to be learned on the chalkboard or on paper. 2. Pronounce the word clearly and distinctly. Ask the student to look at the word and pronounce the word with emphasis on correct pronunciation. 3. Allow time for the student to study the word to develop an image of it. Depending upon the learning style of the student, different senses are emphasized. A student who learns visually tries to picture the word; a student who learns auditorially says the word; and the student who learns kinesthetically traces the word with a finger. The student studies the word until a picture of the word can be formed in his/her mind. 4. When the student indicates that he/she is sure of the word, erase the word and have the student attempt to write the word from memory. 5. Turn the paper over and ask the student to write the word a second time from memory. In daily writing, any misspelled words are marked out entirely and the correct form is written in its place. When a student asks how to spell a word, the teacher writes the word, while pronouncing it. Students are encouraged to make their own dictionaries from words they have learned or words that are especially difficult for them.

Adapted from: Fernald, G. (1943). Remedial techniques in basic school subjects. New York: McGraw-Hill.

Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & Sons.

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FERNALD METHOD FOR SPELLING INSTRUCTION

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