This article reviews published research on spelling interventions designed for students with learning disabilities (LD) who are poor spellers. Thirty-eight spelling studies, including single-subject and group designs, were located. Study interventions consisted of four types: instructional techniques, computer-assisted instruction, study strategies, and multisensory/modality training. These studies are discussed here with regard to subjects, methods, and findings. Conclusions and implications for spelling instruction and for future research are presented.
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