Natural Speller by Kathryn Stout

The author did such a good job describing her product that I thought I would start with that:

“Complete for teaching grades 1-8.

Including –

        Common words which are frequently misspelled

        Latin and Greek word parts and spelling words

        Word categories such as abbreviations, contractions, holidays,

homophones, measurements, and numbers.

Reference guide for grades 9-12.

Including –

        Spelling rules

        Writing rules

        Greek parts with meanings

        Latin Roots with meanings”

The first three pages include teaching tips and a guide how to study a word step by step. She includes a good list of sight words that progresses from 1^st grade through 8^th grade. Spelling and grammar skills are addressed at each grade level and the use of a dictionary is highly encouraged.

If you need direction on how to approach this subject with your deaf student, this is simple to follow, adaptable, and well organized. I wouldn’t worry about the grade level so much, but start at the beginning of the word list and work toward 8^th grade list. More time would probably be needed on explaining the difference in meanings of irregular verbs, antonyms, synonyms, etc. depending on your students’ English level. Simple definitions are included in the book.

Activities are included for general practice, dictionary skills, grammar skills, building vocabulary and writing. I don’t feel like the activities will need much adapting as all include writing it down. It is good practice using the English Language.

Spelling rules are included which is a nice guidance for those of us who speak and spell English well, but can’t explain why we do it that way! The book also includes three different letter formats, dictionary sample page, and a glossary.

I would recommend this book as a teachers manual for a dedicated regimen of spelling practice. I personally feel that lots of exposure to books would increase spelling skills without a regimented practice, but I have also learned that all students learn differently and may require more structured exposure to the English Language.