Word Study: A Multilinguistic Approach for Spelling Instruction This paper describes the multilinguistic spelling assessment and treatment protocol for aseventh-grade male student using a collaborative approach between a speech-languagepathologist and librarians. Working together, the team used internet search tools toprovide authentic reading and writing materials for generalization of acquired word studyskills. Specific goals and activities were tailored to ... Article
Article  |   October 01, 2013
Word Study: A Multilinguistic Approach for Spelling Instruction
Author Affiliations & Notes
  • Elisabeth C. Bell
    Department of Communication Sciences and Disorders, Missouri State University, Springfield, Missouri
  • Deborah A. Cron
    Department of Communication Sciences and Disorders, Missouri State University, Springfield, Missouri
  • Cheryl Gudmundson Jones
    Library, Missouri State University, Springfield, Missouri
  • Dea A. Borneman
    Library, Missouri State University, Springfield, Missouri
  • Disclosure: Elisabeth C. Bell, Deborah A. Cron, Cheryl Gudmundson Jones, and Dea A. Borneman have no financial or nonfinancial conflicts of interest related to the content of this article.
    Disclosure: Elisabeth C. Bell, Deborah A. Cron, Cheryl Gudmundson Jones, and Dea A. Borneman have no financial or nonfinancial conflicts of interest related to the content of this article.×
Article Information
Speech, Voice & Prosody / Articles
Article   |   October 01, 2013
Word Study: A Multilinguistic Approach for Spelling Instruction
SIG 1 Perspectives on Language Learning and Education, October 2013, Vol. 20, 137-143. doi:10.1044/lle20.4.137
SIG 1 Perspectives on Language Learning and Education, October 2013, Vol. 20, 137-143. doi:10.1044/lle20.4.137

This paper describes the multilinguistic spelling assessment and treatment protocol for aseventh-grade male student using a collaborative approach between a speech-languagepathologist and librarians. Working together, the team used internet search tools toprovide authentic reading and writing materials for generalization of acquired word studyskills. Specific goals and activities were tailored to meet the student's needs byintegrating 5 linguistic awareness components of word study instruction.

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