| Abstract: | We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover‐copy‐compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out, indicating that it is an effective and easily implemented strategy to improve spelling instruction. |
