Using Sound Walls to Promote Independent Spellers

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  • Author(s): Christina Novelli (ORCID Christina Novelli (ORCID 0000-0002-7804-0083); Kristin L. Sayeski (ORCID Kristin L. Sayeski (ORCID 0000-0002-0259-0644)
  • Language:
    English
  • Source:
    TEACHING Exceptional Children. 2024 56(5):324-334.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      11
    • Sponsoring Agency:
      Office of Special Education Programs (OSEP) (ED/OSERS)
    • Contract Number:
      H325H190003
    • Education Level:
      Elementary Education
    • Subject Terms:
      Spelling Instruction; Teaching Methods; Reading Skills; Visual Aids; Phoneme Grapheme Correspondence; Phonology; Literacy Education; Students with Disabilities; Special Education; Dyslexia; Elementary School Students; Phonemes
    • Accession Number:
      10.1177/00400599221127434
    • ISSN:
      0040-0599
      2163-5684
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1432981