Burkhardt states that understanding the developmental nature of spelling acquisition, as well as the memory processes of the brain, leads one to realize that spelling acquisition will be slow and often imperceptible; children will not demonstrate spelling and language improvement over short periods. Therein lies the fallacy of most, if not all, spelling programs regardless of age level. This reviewer, ... Read morea former teacher and current methods instructor, has always lamented to students that spelling is the one area that is not taught well. Burkhardt has now changed this reviewer's mind about the practical application of spelling using the brain. This book is engaging, sensible, and accessible while at the same time based in theory and practice. The preface explains how to use the text and find out what chapters are important for which age levels. The numerous detailed appendixes are accessible for classroom teachers and will enhance their overall research. This book is strongly recommended for teachers as they ponder and develop strategies to make sense of everyday spelling in the classroom. Highly recommended.
CHOICE
The book is a unique, readable, and energetic compilation of teaching ideas . . . The author advocates making spelling fun with lots of games, but the suggested activities all have pedagogical goals based on research and experience.
Patricia McAlexander, Ph.D., retired professor of English, University of Georgia From an administrator's point of view, I believe this book provides teachers multiple strategies to increase spelling effectiveness for struggling spellers. The many games, techniques, grammar, vocabulary, mechanics, reading and writing skill, word lists and spelling guidelines discussed will certainly suggest ideas to better challenge poor spellers to become more proficient. (This book) gives a subjective plan in solving the spelling puzzle in working with students of all ages.
William C. Zwick Ed.D, principal, The Villages Charter High School, The Villages, Florida If I were still teaching my second-graders, I would frequently refer to this book for its many teaching ideas. Now I plan to use many parts when playing with my grandchildren.
Alison Lewis, retired teacher, Fairfax Elementary, Mentor, Ohio I was in school in the 80s and did horrible in spelling. Looking back now as a teacher I can see why I was not as successful as I could have been. The strategies and curriculum from that time needed help! There was no connection made between spelling and other subjects, and our only spelling homework was to memorize the words. Sally Burkhardt's strategies in Using the Brain to Spell fail where the curriculum from my youth failed. The logical spelling strategies in this book do not stifle students; instead they help them to be successful spellers and writers.
Kimberly Whittenberger, second-grade teacher, The Villages Charter Elementary Schools, The Villages, Florida I guess I took it for granted that I was a good speller when I was a kid, so I did not understand why others could not catch on as quickly. Now I have the tools with your book to make (my students) more confident and love the language.
Keith Bauman, honors English teacher, The Villages Charter High School, The Villages, Florida Using the Brain to Spell is an engaging, sensible, and accessible work grounded in theory and practice. Burkhardt embraces whole language with a vengeance and makes language learning fun for both students and teachers. In her discussion of 'guessing games,' she inductively foregrounds logical rules for hands-on exercises that let students teach themselves with teacher guidance. But she does not offer readers panaceas; instead, she offers us practical advice, tempered with student-centered wisdom.
William Smith, professor of English and coordinator of professional and technical writing at Western Washington University, Bellingham, Washington Show Less