Written English is characterized

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 interven-tion studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple prac-tice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes. pelling correctly is perhaps one of the most valued yet difficult skills in written communication. Spell-ing requires matching the sounds of language with the appropriate letters in order to accurately and reliably con-vey messages. A student's ability to spell words correctly shows a sophisti-cated knowledge of letters, sounds, and syllable patterns (Bear & Temple-ton, 1998)