Spelling/Written Language and Reading generally use the same materials for younger students. As with reading, some students require knowledge of phonetic rules as they learn to spell or encode words, while other students need less phonetic knowledge. Utilizing a structured, phonetic skill sequence allows instruction to be tailored to student's' specific needs. Using the same skill sequence in reading and spelling encourages greater transfer of learning in the language arts. Students working with the Sonday Systems use the same sequence for reading, spelling and written language. Progress in spelling is assessed through accuracy tests not fluency tests. Written Language involves writing sentences. Unlike simple spelling, the focus on written language is not just accuracy but fluency. Students write dictated sentences and the number of correct and incorrect letters written per minute is the fluency measure.
Older students, who have progress beyond elementary phonic programs, are ready for writing and spelling using larger multi-syllabic words. Many of these students may be in the REWARDS reading program. Spelling Through Morphograph is a good accompanying program. Morphographs are the smallest parts of words that have meaning. Learning and using morphographs improves students vocabulary and written language development. Morphographic knowledge is measured using one minute daily tests to ensure fluency. Sentence Combining is a very nice companion used with written language. This program teaches students to rearrange short sentences and sentence fragments into more sophisticated forms. Students rearrange these short fragments either through writing or speaking resulting in more enriched language development.