The multisensory approach to teaching spelling described by Temple et al. The central problem is that children spend most of the time silent when they could have used the time for discussions or repeating the words. However, there are some limitations to the lesson performed by the teacher. Therefore, the activity seems beneficial in its design. When students cut the letter combinations, they use fine motor skills, which can help to learn the spelling when accompanied by continuous exposure in the text. The approach seems advantageous for teaching spelling as it helps the children to memorize the combinations of vowels and phonemes they represent. During the activity, children use scissors to cut the words from a short list and put them into four different columns. In the video, a teacher provides children with an opportunity to sort words with similar spelling patterns to memorize how they are pronounced. The video published by Rockwood School District (2015) provides an excellent example of how the spelling of non-intuitive vowels can be introduced. Words Their Way: First-Grade – Day 1 of a Sort In summary, the central idea of spelling instructions is to let learners understand how the system of the language works. However, Treiman (2018) also notices that children can learn about some aspects of spelling on their own through statistical learning. Knowing spelling phases is crucial for understanding the reasons for misspelling is crucial, and learning efficient strategies to address these errors is also vital. Teachers should also learn the typical errors children make and understand why these errors occur. Teachers are also encouraged to pay attention to the phonological context and graphotactic patterns to help students write unknown words.

Even though this approach has its limitations, it has been proven to be useful for children up to the middle of the second grade. In the early stages, Treiman (2018) encourages to utilize phonics approach to teaching spelling. Therefore, teachers should utilize consistent techniques to help children learn to spell. The reason for the phenomenon is that readers do not pay attention to spelling as they focus on the meaning of words, and sometimes people can identify the words without processing them entirely. However, recent research has shown that children can learn to spell faster when they are provided with systematic reading instructions. Such a belief is called the whole-language perspective, and many people still believe it is true. Even though many people believe that people become proficient spellers through continuous exposure to reading new words.

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