SPELLING AND WRITTEN EXPRESSION INTERVENTIONS
SPELLING
Student has difficulty with
the Spelling of Irregular
Words (I)
Try: Fernald Multisensory
Spelling Method-
Student has difficulty with
the Spelling of Irregular
Words (II)
Try: Carreker Multisensory
Spelling Method-
Student has difficulty with
recording sounds in the
correct order.
Student can spell words in
correct sequence of sounds,
but has not mastered
common spelling patterns
(e.g., ight)
Try: Spelling Flow List
Procedure
WRITTEN EXPRESSION
Adapted from Evidence-Based Academic Interventions by B. Wendling & N. Mather
(2009).
Try this strategy
1. Write word on board or sheet of paper.
2. Say the word clearly and ask the student to look at the
word and pronounce it clearly.
3. Ask student to study the word and try to develop a
visual image of the word. The student may try to picture
the word; may say the word; and/or trace the word with
the index finger. The student studies the word until s/he
can make a mental picture.
4. When student indicates that s/he knows how to spell the
word, erase the word and then have the student attempt
to write the word from memory.
5. Erase the word or turn the paper over and ask student to
write the word 2 more times correctly from memory.
1. Write word in large letters and have student circle the
irregular part of the word.
2. Have student trace the word 3 times, saying the word
and naming the letters while tracing.
3. Have student write the word 3 times with the word in
view, naming each letter while writing.
4. With eyes closed, have the student spell the word, then
check the model. Repeat this 3 times.
5. Remove the model, have the student say the word, then
write the word 3 times, naming the letters while writing.
1. Encourage student to say the word slowly while writing
each sound.
1. Create graph on which words may be written down the
left side of the paper, and the days of the week Monday
(M) to Friday (F) are recorded across the top of the
paper. Place a short list of words on the chart. These
words may be words misspelled in a student’s writings or
words designed to teach a spelling pattern.
2. Do daily testing of the words, placing a plus (+) under
each day the word is correct and a 0 in the box if a word
is incorrect.
3. When the word is spelled correctly 3 days in a row,
remove the word from the list, place it in a word box, and
add a new word to the list.
4. Review the word in the word box 1 week later. If
misspelled, add it back to the list. If correct return it to
the word box.
Try this strategy
Student needs help with the
quality of writing, knowledge
of writing, approach to
writing, and self-efficacy.
Try: Self-Regulated Strategy
Development (SRSD) -
Narrative Writing Strategy
(Story Writing):
SPACE LAUNCH
Expository Writing Strategy
(Writing as a means to
explain, describe, instruct,
persuade, or inform):
DEFENDS
Expository Writing Strategy
(Persuasive Writing):
DARE to DEFEND
Adapted from Evidence-Based Academic Interventions by B. Wendling & N. Mather
(2009).
1. TREE (“develop a Topic sentence, note Reasons to
provide support, Examine the quality of each reason,
and note an Ending for the writing”)
2. STOP (“Suspend judgment, Take a side, Organize
ideas, and Plan as you write”)
3. DARE (“Develop your topic sentence, Add supporting
ideas, Reject possible arguments for the other side, and
End with a conclusion”)
Elements of a Good Narrative
S=Setting
P=Problems
A=Actions
C=Consequences
E=Emotional Reactions
Steps to Writing a Good Narrative
L=List idea words for my story
A=Ask if my ideas will meet my writing goals
U=Use encouraging self-talk
N=Now write a story with million-dollar words, sharp sentences
and lots of details
C=Challenge myself to develop more good ideas
H=Have fun
D=Decide on goals and themes
E=Estimate main ideas and details
F=Figure best order for main ideas and details
E=Express the them in the first sentence
N=Note each main idea and supporting details
D=Drive home the message in the last statement
S=Search for errors and correct
Elements of Good Persuasive Writing
D=Develop of position statement
A=Add supporting arguments
R=Report and refute counterarguments
E=End with a strong conclusion
Steps to Good Persuasive Writing
D=Develop a list of idea words
E=Evaluate their importance
F=Find more ways to convince my reader
E=Encourage myself though self-talk
N=Now write an essay with clear ideas, sharp sentences, and
lots of details
D=Decided if I met my writing goals