1. Write _one_ of the words on the blackboard. While writing the word
_pronounce_ it very distinctly by syllables, being clear in enunciation.
2. Have the word pronounced in concert by the class and individually by
poor spellers, particularly those whose enunciation is naturally poor.
3. Develop the meaning orally by using the word in a sentence, or
defining it.
4. Rewrite the word dividing it into syllables either by a slight break
or a line. Call on pupils to spell orally by syllables, as:
i-n—d-e—p-e-n-d—e-n-t—independent.
5. Have pupils indicate familiar parts or phonograms in the words. Have
them point out peculiarities, non-phonetic elements, silent letters,
double consonants, etc. Call attention to any that they do not observe.
6. Have pupils write the word at least two or three times, pronouncing
it softly by syllables, or spelling it silently as they write.
7. After the words of the lesson have been studied in this way, allow
pupils to study the words silently, laying stress on words which have
seemed most difficult to them.