Learning about spelling strategy

Learning ab break recite dodge incoming recite strategies in the primary curriculum construct consistently make criticism and debate amongst t apieceers, Ofsted and the G everywherenment.1 Standards continue to decline highlighting that the present scheme is failing.2 A central criticism is that teachers do not have the necessity agnizeledge of the relationship betwixt word structure and fleck out, and rely on techniques they admitt at school, specifically the role of memorized spell tests. (Spear-Swerling, Brucker Alfano 2005). The major concerns ar that this ascend hinders the teachers susceptibility to identify the correct recite instructional level of person bookmans, and produces a trend where bookmans who worst high in tests go forth afterwards misspell the equal actors line during scripted exercises this is the deterrent example at my elect school.3The cay St suppurate 2 curriculum is similarly criticized both(prenominal) at the school and in genera l, because it fails to consistently describe how word lists atomic number 18 selected or base selection on circulating(prenominal) linguistic spell out principles and trainingal research. (Scott 2007). This may or may not be developmentally becharm for the class as a whole or for individual pupils, especially in the argona of fictive piece of music (Stone et al. 2005 p662).It forget be the utilisation of this learn to analyse and evaluate current theories and discipline studies for teaching spell and make-up at chance upon Stage 2 that could be utilized by the school. There are three dominant strands to teaching that pull up stakes be investigated here, suppurational Stage Theory, Incidental Inventive spell possibility and the Multi-sensory barbel.4 spell out Strategies An InvestigationDevelopmental Stage Theory identifies 5 decimal points of recite development Pre phonic, phonetic, Patterns with war crys, Syllable Juncture and importation-Derivation. (Henderson in Bear et al. 2004).5 Studies have discovered that pupils who hold out abbreviateifi firet difficulty with spell bequeath still follow the same developmental course as early(a) pupils, only at a slower pace. (Worthy Invernizzi 1990). The approach on that pointfore promotes a move away from committal to memory skills to supporting a pupils natural developing awareness of vocabulary with shape in wide interpretation and makeup, and be based on the pupils developmental level as opposed to unitary placement in the denounce level based spelling book. (Schlagel 2002 p.47).A developmental spelling psychoanalysis (DSA) such as the Qualitative Inventory of pronounce Knowledge (QIWK) technique is used to initially identify and analyse a pupils current portray with and through scoring, originative spellings and error patterns relating to piece of musical composition and word dissevering activities. Word sorts of increasingly difficult levels utilise actors line from th e 5 DTS stages are used because they tender an inter agile means of upholding pupils understand spelling concepts on an increasingly countermand level (Bear et al. 2004). Subsequent teaching, spelling and makeup exercises are tailored to both stage and development strategies by charge on fewer run-in in word sorts at a clock, teaching spelling patterns and providing numerous physical exercise paternity sessions and self/catch review strategies.6 Together they depart for a systematic observation of higher-level assistes and mend metacognitive abilities. (Seifert-Kessell in Fresch 2000). This approach moves away from the reliance of pupil committal to memory of words that is s support to produce impressive performance in spelling tests besides short(p) performance in musical composition, and over time, as pupils forget the words they have memorized. (Seifert-Kessell in Fresch 2000)The case study Beyond Memorisation, Lists and run Tests by Hillal Scharer is an excelle nt example of the DTS process. Using QIWK teachers were able to expand their judgment of KS1 KS2 equivalent pupils as spellers. One teacher discovered that her class ability ranged from levels 2-8 on the QIWK scale, another commented I lack to get better at recognizing what levels they are at. It only makes sense that if kids are at different teaching levels, they go forth be at different levels in their spelling. I dont know why I didnt credit this before. (Hilal Scharer 1993).The strategy does not just allow for effective grouping and targeted learnedness at the instructional level, it also provides a slender rule for qualitative data analysis in pupil errors over time. One teacher authenticated a concern that score levels had not improved between May and January, however, when the error data was analysed employ the QIWK method she discovered that over half were moving from the letter relieve oneself stage to the within-word stagethis is so much more(prenominal) plea sant, you good deal see growth, what more could you ask for? (Hillal Scharer 1993).A third and perhaps the most signifi posteriort development was that teachers noticed changes in spelling errors in written assignments. Rather than circling errors they cross-referenced with a QIWK analysis and systematically documented them. This inferred workweekly selections of word lists that were chosen from misspelled written work rather than the curriculum textbooks. This advanced mini-spelling lessons linked to written work through observed errors and provided an environment for coaching in self-editing and peer editing strategies utilise QIWK word sorts as a base. Peer scar and discussions have, themselves, provided an surplus strategy here that has been documented to eudaemonia pupils training. By grouping pupils of similar spelling ability they learn at the same pace, feel empowered and by judging the work of others, school-age childs gain insight into their possess performanc e (and manner of speaking)peer and self-assessment patron pupils develop the ability to make judgments, a necessary skills for learning.( Br have got, Rust Gibbs 1994). It will be seen throughout this chapter that peer work and assessment strategies lend themselves to the absolute majority of spelling strategies discussed, this will be discussed in more depth in the conclusion.The headteacher summarized theres been a move away from memorization activities to participating tasks such as notional authorship, word hunts and word study notebooks (this) extends and records development of word knowledge. (Hillal Scharer 1993). all the teachers involved in the study tell they would continue but ask support strategies from the school to implement, this a recurring theme for all researched case studies and will be therefore be discussed in the conclusion.A succeeding developmental case study entitled Using Think-Alouds During Word Sorts (Fresch 2000) back up KS2 level pupils to put your brain in your throat and tell us what you are thinkingkeep talking. The study was determined to open a window into the decision-making process because in set upion stored in the short-term memory is vocalized and caters for systematic observations of higher-level processes. (Olson, Duffy Mack in Fresch 2000). The results showed that think-alouds enable pupils to demonstrate the extent to which they rely on auditory or visual informationstudents develop knowledge about language through active difference. (Fresch 2000). 7 This in turn can be co-ordinated into the strategies pupils use magic spell writing rather than rely on writing and proof reading, the pupils can incorporate a vocal strategy linked to their experience of vocalise words during DST word sort exercises.While Stage Theory provides a basic template for describing student growth in spelling and writing it is criticized for a repeated emphasis of placing pupils in concrete groups with the assumption pupils f urtherance sequentially without moving back and forth when they encounter unfamiliar words. (Scott 2007). Studies by Siegler (1995) and Varnhagen (1997) have determine an Overlapping Wave Theory that incorporate stage development but allow for fluid movement between stages as they develop. This theory believes pupils possess and are able to use knowledge of phonology, orthography and morphology from an early age, but rely more strongly on strategies at different points in time. (Kwong Varnhagen 2005). Varnhagens case study examined pupil spelling for a KS 1-2 equivalent and identified the same strategies throughout.8 Their conclusion was that spelling progressed from errors representing the phonetic stage directly to correct spelling. (Scott 2007). The authors themselves are unsure of how this would compliment writing strategies but identify a link to the devil strategies that would allow for a better savvy of spelling stage development that would influence spelling strategies as a whole. (Kwong Varnhagen 2005 p.154).In opposition to DST is the Incidental Inventive Spelling approach developed by Montessori (1964) and Chomsky (1979). They observed that children draw up from an early age and in some cases before they begin to read. They inferred that an invented spelling approach to writing benefits learning because children learn best if they construct a system of their own rather than having it handed to them by an adult.(Chomsky in Metasala Ehri 1998 p.300). Treimann (1993) echoed Chomsky and Montessori by conducting a year long study where pupils used invented spelling in their writing, then recopying it with quantity spelling and finally victimization for reading practice. It was discovered that the pupils spelling and writing both improved. (Treimann in Metasala Ehri 1998).In a case study by Clarke (1988) pupils at an early KS2 level using originative spelling out performed fellow pupils in two separate spelling tests, one involving low-frequen cy words. These results argue encouraging children to invent spelling while eng time-worn in creative writing helps them to appreciate language comprehension. (Clarke in Metasala Ehri 1998 p.305). Ehri continues to argue that it does not hurt children to misspell words and they do not become locked into misspelling behaviour. An additional discovery was that pupils often do not proof read their own writing and even when they do it takes multiple readings to learn its spelling. By using inventive spelling techniques the inventive group correctly spelled a big variety of words than the control group. (Metasala Ehri 1998 p.305). Further studies by Ehri, Gibbs and Underwood (1988) and Bradley and top executive (1992) discovered that pupils beginning Key Stage 2 who were exposed to inventive spelling techniques were more accurate than their counterparts. (Metasala Ehri 1998).Although pupils in these studies were beginning a Key Stage 2 level of education the strength of the study f ocuses on the ability of pupils to maintain ownership of their creative writing. The teacher remains a facilitator rather than a director. Read (1986) believes writing is part of a childs gambling with language and the specific activities must grow out of a childs refershe is apt(predicate) to direct herself rather than march to an adult drummer. (Read 1986 p.125). The inventive studies have highlighted two areas of interest, firstly is the level of play pupils maintain through writing which could caterpillar tread to better performance. A study by Gerritz in Read confirms that there was a explicit improvement in pupils writing ability. They were clearly at ease and eager to write. They didnt show some(prenominal) more bad spelling habits than had been experienced throughout long time of teaching. (Gerritz in Read 1986 p.125). An enjoyment of writing is perhaps viewed as secondary to spelling performance in the KS 2 strategy and there could be a link between poor spelling perf ormance in writing and the rigidity of spelling strategies. Secondly, the studies have highlighted the in-ability of pupils at this level to identify spelling mistakes in writing. A doable link could be made to the peer-support strategies outlined in the DST studies where-by pupils creatively write first and then, together in QIWK determined groups, analyse the mistakes.There is a third approach relating to a learning styles strategy. Though a combination of neurology, Gardners multiple intelligence and subsequent learning styles theories there are numerous teaching strategies that focus on multi-sensory learning techniques that can cause on the tralatitious spelling lessons.Using neurological evidence Ott (2007) suggests a bank bill between dominant left and right brain learning styles. leave brain learners could focus on speech and language through learning word patterns through sound and rhyme, using mnemonics in analysis, logic and language skills, counting syllables and u sing word derivatives.9 Right brain learners would focus on visual and spatial skills such as clapping to count syllables, using colour when they identify words, using a computer keyboard and graphic packages, and using mnemonics with illustrations.10Gardners theory of multiple intelligences expounds the techniques to include three dominant learning styles that can be incorporated into the classroom.11 Visual learners could benefit from learning to spell through images, diagrams, mindmaps, media and spelling through analogy and word patterns. The traditional Fernald Method of pronunciation, identification, the suggestion of difficult spellings, and writing from memory would especially suite these types of learners. (Ott 2007).Auditory learners could benefit from listening, song, poem, music, rhythm and oral testing. This directly relates to The Simultaneous Oral Spelling (SOS) method that involves pupils sounding out letters, whilst an other pupil asks them to give the letter call as he/she spells the word. Although a basic phonographic technique there is strength for auditory learners to benefit. (Westwood 2005). There is an prospect to combine with the ARROW method (Aural-Read-Response-Aural-Written). The pupil listens to a recording of single words while simultaneously reading the same words. Oral and written responses via testing allow for a multi-sensory approach to learning words that advance the traditional memorization technique with a better-suited learning style. (Westwood 2005). Kinesthetic learners could utilise note-taking and physical activities such as deterrent example building and play to further enhance the learning experience. (Ott 2007). Although there is a lack of definite case studies relating these methods to the relationship of spelling and writing, they do provide a framework for multi-sensory learning that have the potential to be incorporated into the other methods discussed. Pupils (and teachers) could benefit from the awarene ss of their learning styles and the multi-faceted approaches to learning offered here.The Directed Spelling Thinking Activity (DSTA) developed by Dr Zutell (1989-1991) provides a detailed lesson format utilizing multi-sensory techniques and a process-orientated cycle of instruction that especially suits language learning. (Zutell 1996). This strategy is aimed at systematically connecting to the writing process with a child-centered, active approach to learning.(Zutell 1996).An initial pretest with contrasting words is given, followed by a group discussion steering on strategic problem-solving activities. The next day a word sort is initiated that attentions pupils to discover the relationships between contrasting word patterns. by means ofout the week pupils make connections to their own experiences and take greater control of their learning as they hunt for words, sort words with partners and individually, and use a pupil-chosen selection of practice written activities centered upon identifying patterns and relationships. (Zutell 1996).Word sorts are again utilized providing a link to the DTS strategy. In this case they are based on teacher and student selected single words and multiple sorts of semantic and orthographic definitions. To enhance learning they are sorted both visually and blind, where decisions are made after each word is said, but before it is seen. They are also initiated through group, partner and individual practices to facilitate pupil relationships. The benefits stated here are that pupils notice important features of words being studied, and it can contribute significantly to proofreading abilities. (Zutell Compton 1993). Zutell Compton go to great lengths to describe the positives of word select activities. To summarise, they identify the manipulative strengths of movement and rearrangement, the ability to respond to emergent patterns, to facilitate peer support and learning, identify conceptual categories and word memberships and to move beyond individual pronunciation, pattern and convey to the interconnectedness of words. Once verity is formal they can sort on their own and speed sort to look internalized, automatic control. (Zutell Compton 1993).Word hunting activities are also identified as effective in creating a sense of ownership in decision-making and to recognize the relevance of what is being studied to their own reading and writing. It is documented to aid the individualization of word lists from the pupils own writing and to the instructional level of the pupil that once more forms a link to the DTS method. (Zutell 2005). Other strategies sensible are Flip Folders for independent spelling strategies, specifically the Look-Say-Cover-See strategy discussed primarily in relation to multi-sensory learning. Word Study Notebooks are identified as a writing alternative to the traditional Word Journal because they are conceptually challengingpupils enter words by patterns, such as ch words or vow el-consonant-silent e words. upstart words and pages are added as bracing patterns are studies. (Zutell 2005).Games, and specifically board games (i.e. Scrabble), are determined to keep interest high and allow for pupils of all spelling ranges to compete against each other on an equal footing. This provides an anti-thesis to the DTS theory and cooks a space for settings and grades to be negotiated in favour of a whole class approach that could build confidence and motivate peer-support. An additional benefit is that pupils must check the accuracy of each others spelling which creates an opportunity for higher learning through an active and fun setting. (Zutell 2005).A final weekly test provides information for both the teacher and for self-evaluation, serves as a guide for journal building, and leads to choices of words for afterlife studies. (Zutell 1996). The benefit of the entire strategy is that it is a child-centered, active, multi-sensored and personalized yet peer-support ed strategy that benefits spelling, reading and writing. (Zutell 2005).12 In addition Zutell claims that this strategy greatly enhances Vygotskys understandings of social engagement by facilitating learning through creative collaboration and learning, mutual annexation and the enhancement of learning through the zone of proximinal development.(Zutell 2005). This could be said to be true for any of the group-orientated strategies here pointing to a belief that rote memorization should be exchanged for a creative group approach that facilitates both ownership and peer supporting strategies, especially in creative writing exercises.Conclusion Considerations for curriculum implementationAny change to teaching practices will have an impact on a myriad of sources. Teachers and subject coordinators will face the challenge of additional training and the procurement of clean resources, pupils will require greater initial theatrical production and parents will require educating themselves o f the new approach and there may be resistance. This combined effort is traditionally perceived by many teachers as too expensive and time consuming. There are, however, documented strategies that can work.INSET opportunities provide staff with the opportunity to develop new skills and focused teamwork. The subject coordinator can simultaneously create new teaching strategies. Together they can navigate the criticisms that have been documented in the introduction by think on learning language structure, perhaps even through the same active techniques as their pupils as they construct the scheme-of-work.During research for this study there were numerous websites identified that provided broad lesson-plans and schemes-of-work relating to all methods discussed here, especially the DTS and DSTA. The classroom resources required for creative writing exercises, word sorts, games, folders and word charts, could also be created by the pupils themselves, facilitating coordinated teamwork b etween Art and English departments. This would allow for an active approach to learning for the pupils and plus a sense of ownership. It also provides a space for simultaneous scaffolding and creative learning across the curriculum, providing a more whole-school approach to spelling in general and the language arts as a whole. The use of free resources and pupil created teaching aids can, therefore, successfully navigate any budgetary requirements.Included in Appendix D is an example of a marking glossary that was designed by a spelling teacher during the move away from memorized spelling tests. She admits the creation of a new rubric was time-consuming but her response to the effort is positive, inspiring and particularly effective in creative writing exercises. (Loeffler 2009). This highlights that committed teachers cannot only achieve success but that there is support available via the Internet. Also included in Appendix E are teacher/parent responses to new marking rubrics a nd the shift to the DTS method during the case study Beyond Memorisation. The case study exemplifies and clarifies how concerns by both parties were successfully navigated with positive results. There is a particular focus on the impact of a move from traditional weekly grading scores given to parents to a more detailed progressive report that is produced through a combination of DTS and writing strategies.What all of these strategies have discovered is that there are numerous alternatives to the traditionally memorization technique. The DTS, DSTA and Incidental Writing strategies have especially identified functional practices that aid the pupil in correct spelling during creative writing exercises. Throughout this research it has become apparent that my chosen school is not an isolated case in the difficulty of producing correct spelling in both tests and creative writing. It is a nationwide problem that clearly identifies that current spelling strategies are not sufficient and t hat there is a need for more active, creative, multi-sensory teaching techniques and practices within the KS2 curriculum. There is no technique that has been identified as superior, however, throughout this study there were numerous instances where strategies overlap and doctor for each other. It is clear that used together strategically they can enhance both a pupils spelling in all areas and enhance the creative writing experience. The additional use of peer-support structures provide a chance for a move away from grading and sets to a whole-class teamwork based learning experience.ReferencesBear, D. Invernizzi, M. Templeton, S. Johnston, F. (2004) haggle Their Way Word Study for Phonics, Vocabulary and Spelling Instruction New Jersey Pearson EducationBrown, S., Rust, C. and Gibbs, G. (1994) Involving students in the assessment process, in Strategies for Diversifying Assessments in higher(prenominal) Education Oxford Oxford Centre for Staff DevelopmentClaire, J. (2004) 200,000 pupils cannot read at seven. http//www.telegraph.co.uk/ news show/uknews/3304750/200000-pupils-cannot-read-at-seven.htmlClark, L. (2009) Why Childrens Spelling is Going Downhill http//www.dailymail.co.uk/news/article-98156/Why-childrens-spelling-going-downhill.htmlFresch, M. ((2000/2001) Using think-alouds to probe decision making during spelling word sorts Reading Online, 4(6) http//www.readingonline.org/articles/art_index.asp?HREF=/articles/fresch/index.htmlHillal, G. Scharer, P. (1993) Beyond Memorisation, Lists and Trial Tests Exploring the Influence of Teacher Knowledge of Developmental Spelling on pedagogical Decisions. http//www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true_ERICExtSearch_SearchValue_0=ED364870ERICExtSearch_SearchType_0=noaccno=ED364870Hinds, D. (2004) SATS thrown back over Hadrians wall http//www.tes.co.uk/article.aspx?storycode=2054617Kwong, T. Varnhagen, C. (2005) Strategy Development and Learning to Spell New Wor ds Developmental Psychology No.41 pp.148-159 literacyencyclopedia.ca/index.php?fa=items.show228Loeffler, K. (2009) No More Friday Spelling Tests Council for Exceptional Children www.teachingld.org/pdf/teaching_how-tos/spelling_tests.pdfMetsala, J. Ehri, L. (1998) Word Recognition in Literacy Philadelphia Lawrence EribaumOtt,P. (2007) How to handle Spelling Successfully London RoutledgeRead, C. (1986) Childrens Creative Spelling London RoutledgeSchlagel, R.C. (2002) schoolroom Spelling Instruction History, research and Practice Reading, Research and Instruction Vol.1 render 42 pp.44-57Scott, C. (2000) Principles and Methods of Spelling Instruction Topics in terminology Disorders Vol.3 introduce 20 pp.66-82Scott, R. (2007) Spelling research Classroom Implications Encyclopedia of Language and Literacy Development http//literacyencyclopedia.ca/index.php?fa=items.showtopicId=230Smith, M. (2008) Howard Gardner and doubled Intelligences http//www.infed.org/thinkers/gardner.htmSp ear-Swelling, L. Brucker, P. Alfano, M. (2005) Teachers literacy-related knowledge about English word structure Annals of Dyslexia Vol.53 pp72-103 http//www.southernct.edu/publications/facbib/S/spear-swerling.htmStone, C. Silliman, E. Ehren, B. Apel, K. (2005) The Handbook of Language and Literacy Development and Disorders Guilford Guilford PressTempleton, S. Morris, D. (1999) Questions Teachers Ask About Spelling Reading Research Quarterly Vol.34, No.1 pp.102-112Westwood, P. (2005) Spelling improvementes to Teaching and Assessment Camberwell genus AcerWorthy, M. Invernizzi, J. (1990) Spelling Errors of Normal and Disabled Students on the Achievement Levels One Through Four Instructional Implications Annals of Dyslexia Issue 40 pp.138-151 Springer light Business MediaZutell, J. (1996) The Directed Spelling Thinking Activity Providing an Effective difference in Word Study Instruction The Reading Teacher Vol.2 Issue 50 pp.98-108 http//www.reading.org/General/Publications/J ournals/rt.aspx?mode=redirectZutell, J. (2005) A Student-Active Learning Approach to Spelling Instruction http//www.zaner-bloser.com/educator/products/spelling/index.aspx?id=4820view=articleZutell, J. C. Compton. (1993) Learning to spell in the elementary grades The knowledge base for effective teaching constitution presented at the annual meeting of the International Reading Association, San Antonio, TX. journals.cambridge.org/production/activeness/cjoGetFulltext?fulltextid1 David Bell, chief inspector of Ofsted was interviewed by The Telegraph in 2004 and stated the governments architectural plan for literacy teaching at primary level is confused.many teachers are given some no training in teaching children how to spell. (Claire 2004).2 A 2002 review of Key Stage 2 statistics stated accuracy in spelling has declined. (Driscoll in Hinds 2004).A 2009 review of national tests stated the ability of children to spell has declined. Pupils aged between 11-14 made more spelling erro rs than they did in 2000, four years into a scheme to ensure primary pupils have daily literacy minute of arc lessons among 7 year olds spelling tests improved slightly even though heads complained the spelling tests were too hard. (Daily Mail 2009)3 The school is still reliant on spelling lessons characterized by the use of Basel published weekly lists of words, written exercises focusing on menorisation and two weekly tests at the beginning and end of each week.4 Developmental stage theory recommends spelling be taught systematically in relation to individual development. Instruction is based on identified student needs as they progress through the developmental stages.The incidental inventive writing approach, which advocates teaching spelling as the need arises in student writing throughout the school day.The multi-sensory approach focuses on the theory of learning styles and multiple intelligences to identify the best strategy to teach individual pupils. (Schlagel 2002)5 Phone tic is the true beginning of alphabetic writing and reflects some understanding of phoneme-grapheme correspondences),Patterns at heart Words (deeper understanding of orthography (the visual written form).Syllable Juncture (the abstract conceptualization of the spelling system, focuses on the place within words where syllables meet, and an understanding of spelling changes when inflectional endings are added to root/base words (plurals, onetime(prenominal) deform marker, present progressive verb endings, other spelling concepts that are grasped at this stage include possessive forms and contractions).Meaning-Derivation (concentrates on the morphological connections (coding words by the parts of words that signal meaning and grammar) in English orthography. Students learn that in written English, words that are related in meaning (sharing a common root) are usually spelled similarly, even if they are articulate differently. (Scott 2007). Please see Appendix B for a complete trans lation of the 5 stages.6 QIWK itself consists of eight progressively complex stages of word lists and spelling patterns relating to DST. Word lists and word sorts match the developmental stage with after stages (Syllable Juncture Meaning Derivative stages) involving morphological principles such as base and derived forms and word origins.7 This flavor of think-aloud strategies form an interesting link to the multi-sensory approach that will be explored later in the chapter. (See Appendix C for detailed examples of word sorts and pupil responses.)8 The study analyzed childrens spelling of silent -e long vowels and different types of -ed past tense words for signs of a strong developmental progression of qualitatively distinct stages from semi phonetic to phonetic to transitional to correct spelling over time. (Scott 2007).9 Ott offers the following examples sounding word patterns such as the ight sequence in light, bright, fright and might. Mnemonics such as our dear mother uses gr eat hardiness and vigour for every Endeavour. Syllable counting such as /mag/ni/fi/cent and /won/der/ful. Word derivations such as signature derived from sign or automatic derived from auto. (Ott 2007 p.106)10 Ott explains the use of a computer keyboard will aid learning because they can utilise motor memory to remember hitch placement and visual memory to memorise patterns. Graphics packages will help remember pictures and associate letter patterns with pictures. (Ott 2007 p.106).11 Gardners multiple intelligence theory identifies 7 intelligence types linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal. (Smith 2008)12 Case Study results were difficult to obtain but Zutells work has been endorsed by The International Reading Association, The National Council of Teachers of English and The Language Arts and Reading Company. This highlights the perceived effectiveness of his approach and justifies inclusion here.