Spelling is a more difficult learning task than reading. Reading is largely a receptive language skill involving decoding, whereas spelling involves expressive language and encoding. Receptive language skills precede expressive language skills in normal language development. Hence, spelling is a more complex language process compared to reading. It is important for special educators to recognize this fact and realize that students with LD who can read may not necessarily be good spellers.
Spelling is primarily a visual skill.
Typically misspelled words on a spelling test are merely marked incorrect by teachers, with little or no feedback provided to the student. Given the research just presented and discussed, it is clear why having students exchange and correct each other's spelling tests is not a sound instructional practice. Teachers should correct a spelling test in the presence of the student, utilizing the error imitation and modeling technique previously discussed. A more effective approach is to pre-test students on their spelling words and have them write the misspelled words in their study list for practice during the week. Consider periodic review of words passed on the pretest, rather than daily practice of the entire spelling list all week long.