Writing InterventionsSchool-Wide Strategies for Managing... WRITINGMaster Spelling or Sight Words
This intervention promotes the acquisition of spelling or sight words. The student is given a sheet containing words to practice. The student studies each word on the sheet, covers the word briefly and copies it from memory, then compares the student-copied word to the original correct model (Joseph et al., 2011; Skinner, McLaughlin & Logan, 1997).
- Repeated Review of Spelling Words with Shared Rime
The student practices the reading and spelling of words from word families that have similar pronunciation and shared spelling patterns (rimes) (adapted from Conrad, 2008).
- Self-Correction with Verbal Cues
The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test (adapted from Gettinger, 1985).
- Teaching Rules of Sentence Structure by Doing
In this approach, students are presented with kernel sentences and given explicit instruction in how to weld these kernel sentences into more diverse sentence types either by using connecting words to combine multiple sentences into one or by isolating key information from an otherwise superfluous sentence and embedding that important information into the base sentence.