Traditional, developmental, and structured language approaches to spelling: Review and recommendations

Current research does not support the notion that spelling is a simple rote-memory task. Learning to spell is better understood as a complex developmental process that is interconnected with phonological awareness and reading ability. In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each method.     

Teacher competency testing: what are special education teachers expected to know?

Teacher competency testing (TCT) is a current manifestation of education reform; 48 of the 50 states are actively planning or implementing teacher testing programs, and 25 (plus the District of Columbia) are developing or administering tests in specific subject areas to include special education. This article presents the results of a nationwide survey that addressed TCT in special education. Responses were collected from 46 states and the District of Columbia. Analyses of results revealed that states vary in their use of teacher competency tests and that specific special education teacher competency tests are used or being actively studied in about half the states. Implications for the practice of special education are provided.