Effective spelling strategies for students with dyslexia in Hong Kong secondary schools

Abstract

This study examines the effectiveness of five spelling strategies used to teach junior secondary school students with dyslexia. Participants were 30 secondary school teachers in Hong Kong. The teachers commented on five spelling strategies: the phonological strategy, an integration of phonological and orthographical strategies, the rule-based strategy, the visual-imagery strategy and teaching spelling with other skills. The study compared teachers’ opinions and suggestions given in the literature. Results indicated that the five strategies have both strengths and weaknesses. The strategies are complementary; therefore, integration is suggested. Implications are discussed in the context of spelling strategies and measures of teaching junior students with dyslexia.