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How Words Cast Their Spell
Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization
By R. Malatesha Joshi, Rebecca Treiman, Suzanne Carreker, and Louisa C. Moats

In 1773, Noah Webster stated that spelling is the foundation of reading and the greatest ornament of writing. He was right. Good spelling is critical for literacy, and it makes writing much easier allowing the writer to focus on the ideas to be conveyed, not the letters needed to put those ideas on paper. View online or Download as a pdf.

Reconciling the Common Core Standards with reading research. Perspectives on Language and Literacy, Fall 2012, pp. 15-18. (2012)

Still wanted: Teachers with knowledge of language. Journal of Learning Disabilities, 42 (5), 387-391. Moats, L.C. (2009)

Knowledge foundations for teaching reading and spelling. Reading and Writing: An Interdisciplinary Journal, 22, 379-399. Moats, L.C. (2009)

When teachers work to use progress monitoring data to inform literacy instruction: Identifying potential supports and challenges. Remedial and Special Education, 29 (6), 364-382. Roehrig, A.D., Duggar, S.W., Moats, L.C., Glover, M., & Mincey, B. (2008)

How quality of writing instruction impacts high-risk fourth graders´┐Ż writing. Reading and Writing: An Interdisciplinary Journal, 19, 363-391. Moats, L.C., Foorman, B.R., & Taylor, W.P. (2006).

How spelling supports reading: And why it is more regular and predictable than you think. American Educator, 12-22, 42-43. Moats, L. C. (Winter 2005/06).

The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Contemporary Educational Psychology, 31, 1-29. Foorman, B.R., Schatschneider, C., Eakin, M.N., Fletcher, J.M., & Moats, L.C., & Francis, D.J. (2006).

How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing, 18, 27-49. Cassar, M., Treiman, R., Moats, L., Pollo, T.C., & Kessler, B. (2005).

Necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing, 16, 289-324. Foorman, B.R., Chen, D. T., Carlson, C., Moats, L., Francis, D.J., & Fletcher, J.M. (2003).

The relevance of neuroscience to effective education for students with reading and other learning disabilities. Journal of Child Neurology, 19 (10), 840-5. Moats, L.C. (2004)

Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading and Writing Quarterly, 20, 145-159. Moats, L. (2004).

Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25(1), 51-60. Foorman, B.R., & Moats, L.C. (2004).

Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, 23-45. Moats L.C. & Foorman, B.R. (2003).

The role of neuroscience in the remediation of students with dyslexia. Nature Neuroscience, 5, 1080-1084. Eden, G. & Moats, L. (2002).

Overcoming the language gap. American Educator, 25 (2), 5, 8-9. Moats, L. (2001)

When older kids can't read. Educational Leadership, 58(6), 36-40. Moats, L. (2001)

Why reading to children is important. American Educator, 24 (1), 26-33. Hall, S. & Moats, L.C. (2000, Spring).

Teaching decoding. American Educator, 22 (1 & 2), 42-49, 95-96. Moats, L.C. (1998).

Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30 (6), 578-588. Lyon, G.R. & Moats, L.C. (1997).

Wanted: Teachers with knowledge of language. Topics in Learning Disorders, 16 (2), 73-86. Moats, L.C. & Lyon, G.R. (1996).

Phonological errors in the spelling of dyslexic adolescents. Reading and Writing: An Interdisciplinary Journal, 8 (1), 105-119. Moats, L.C. (1996).

The missing foundation in teacher education. American Educator (Special Issue: Learning to Read: Schooling's First Mission), 19 (2), 9, 43-51. Moats, L.C. (1995).

The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-101. Moats, L.C. (1994).

Spelling error analysis in dyslexia: Beyond the phonetic/dysphonetic dichotomy. Annals of Dyslexia, 43, 174-185. Moats, L.C. (1993).

Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of Learning Disabilities, 26 (5), 282-294. Moats, L.C. & Lyon, G.R. (1993).

Derivational morphology: Why it should be included in assessment and instruction. Language, Speech, and Hearing in the Schools, 23, 312-319. Moats, L.C. & Smith, C. (1992).

Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology, 56 (6), 830-835. Lyon, G.R. & Moats, L.C. (1988)

A comparison of the spelling errors of older dyslexic and normal second grade children. Annals of Dyslexia, 33, 121-140. Moats, L.C. (1983).

Misspelling analysis in dyslexia: Observation of developmental strategy shifts. Bulletin of the Orton Society, 31, 123-134. Cook, L.C. (1981).

The adolescent with a learning disability: A developmental perspective. Adolescence, 14 (56), 697-707. Cook, L. (1979).

The pecking order in the classroom. Teaching Exceptional Children. (Summer issue). French, A. & Cook, L.C. (1976).
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