PURPOSE According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to have struggling readers and poor spellers on their caseloads. Importantly, for students who have difficulty in spelling, their spelling errors are among the early indicators of dyslexia and can provide a means for identifying readers who may benefit from early intervention. SLPs can both assess spelling skills and implement evidence-based spelling and literacy diagnosis and instruction. Spelling instruction in kindergarten through the high school grades that is heavily grounded in metalinguistic activities can provide access to mental representations of word spellings, pronunciations, and meanings; links between whole-word and phonics approaches to reading instruction; and a foundation for reading fluency and comprehension. CONCLUSIONS Learning to spell is essential for learning to read. Accordingly, this tutorial aims to elucidate how to (a) assess and identify phases of spelling development and (b) teach spelling to facilitate reading through a listening-first approach.

中文翻译：

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拼写促进阅读：拼写阅读方法教程。


目的 根据美国言语听力协会 (ASHA) 的说法，学习读写的儿童的预防、识别、评估和干预属于学校言语病理学家 (SLP) 的实践范围。此外，对于在学校工作的 SLP 来说，他们的案件中遇到阅读困难和拼写错误的情况并不少见。重要的是，对于拼写有困难的学生来说，他们的拼写错误是阅读障碍的早期指标之一，可以提供一种方法来识别可能从早期干预中受益的读者。 SLP 既可以评估拼写技能，也可以实施基于证据的拼写和读写能力诊断和指导。幼儿园到高中阶段的拼写教学以元语言活动为基础，可以提供单词拼写、发音和含义的心理表征；全字阅读教学法和自然拼读法之间的联系；以及阅读流畅性和理解力的基础。结论 学习拼写对于学习阅读至关重要。因此，本教程旨在阐明如何（a）评估和识别拼写发展的阶段以及（b）通过听力优先的方法教授拼写以促进阅读。