An Effective Method
1. Write one of the words on the blackboard. While writing the word pronounce it very distinctly by syllables, being clear in enunciation.
2. Have the word pronounced in concert by the class and individually by poor spellers, particularly those whose enunciation is naturally poor.
3. Develop the meaning orally by using the word in a sentence, or defining it.
4. Rewrite the word dividing it into syllables either by a slight break or a line. Call on pupils to spell orally by syllables, as: i-n—d-e—p-e-n-d—e-n-t—independent.
5. Have pupils indicate familiar parts or phonograms in the words. Have them point out peculiarities, non-phonetic elements, silent letters, double consonants, etc. Call attention to any that they do not observe.
6. Have pupils write the word at least two or three times, pronouncing it softly by syllables, or spelling it silently as they write.
7. After the words of the lesson have been studied in this way, allow pupils to study the words silently, laying stress on words which have seemed most difficult to them.
8. Bear in mind the following:
(a) A single lesson should consist of a small number of words. The Aldine Speller plans for two or three new sight words (or five to seven words in a phonic series) for a lesson in the lower grades, gradually increasing until five or six new words may be used in a lesson in the upper grades.