1. How can I learn more about the SOURCEBOOK Series for Spelling and Word Skills differentiated approach to spelling and word skill acquisition?
2. What changes were made from the 2nd Edition to the 3rd Edition of the SOURCEBOOK Series?
3. Is there evidence that this approach to spelling literacy works?
4. How do students learn spelling skills and concepts in the SOURCEBOOK Series?
5. Does use of the program require special training?
6. What materials are essential for using the SOURCEBOOK program?
7. Are the SOURCEBOOKS a scientific, researched, evidence-based methodology?
8. What would a day-by-day teaching schedule look like using the SOURCEBOOK Series?
9. What are the essential skills and how are they recycled through each level?
10. I saw negative comments on the National Right to Read website about the Sitton spelling program. How should I respond to that?

1. How can I learn more about the SOURCEBOOK Series for Spelling and Word Skills?

In addition to the resources on this Web site, a FREE twenty-minute Overview Video introduces you to the books and philosophy of the 3rd Edition of the SOURCEBOOK Series. Rebecca explains the approach in a "nutshell" and you can see teachers using  the approach in their classroom. Call Educators Publishing Service, toll free  888-WE-SPELL (888-937-7355) to request our video, or click here.

Increasing Students' Spelling Accuracy, a four-tape video program by the Bureau of Education and Research, presents the philosophy of Rebecca Sitton's methodology and shows teachers and students engaged in the program in their classrooms. For information, call 800-735-3503.

For specific questions, call Educators Publishing Service toll free 888-WE-SPELL (888-937-7355) or e-mail your questions to rsitton@sittonspelling.com.

2. What changes were made from the 2nd Edition to the 3rd Edition of the SOURCEBOOK Series? back to top

3rd Edition Changes

3. Is there evidence that this approach to spelling literacy works? back to top

This classroom-tested method works. Educators report results in three areas of spelling: greatly improved spelling in writing; increases in district, state, and standardized spelling test scores; and an unprecedented excitement for spelling among their students. Educators say, "Finally, something works!" Let them tell you. Call Educators Publishing Service, for a list of educators who are eager to share their positive results with you—toll free 888-WE-SPELL (888-937-7355).

Results
Network of Educators

Read the results of independent research studies:
Elementary School Research Synopsis
Middle School Research Synopsis

4. How do students learn spelling skills and concepts in the SOURCEBOOK Series? back to top

Mastery of skills and concepts is ensured. All essential skills and concepts are meticulously presented and systematically recycled within each level, and from level to level throughout the program. Systematic recurrence and careful labeling of skills and concepts give teachers the advantage of having quick access to ready-to-go lessons from which they select material to meet their students' needs. Skills and concepts are presented in an active format—students discover concepts through exploration of words instead of memorizing spelling generalizations. Skill-building blackline masters in each unit provide opportunities to reinforce skills. Skill Tests in each unit provide information on each student's progress toward skill and concept mastery.

5. Does use of the program require special training? back to top

Understanding a different spelling paradigm is necessary to use the SOURCEBOOK Series successfully. Tradition is strong, and teachers may unknowingly cling to unproductive methods that undercut their ability to achieve the successful outcomes the program makes possible. The SOURCEBOOK teaching notes explain each aspect of the program—how to use it and why. However, an introductory staff development workshop is the most effective means to ensure teachers' confidence when implementing materials that require changes in instruction. Rebecca Sitton works with three highly professional SOURCEBOOK consultants. All four conduct fast-paced, motivational seminars that guide teachers toward proficient use of the SOURCEBOOK materials.

Certified Trainers

You can either schedule your own seminar or attend one.

Training
Inservice Scheduling

Further, Rebecca is available to answer questions on individual or conference calls.

Conference Calls

6. What materials are essential for using the SOURCEBOOK program? back to top

A SOURCEBOOK and its accompanying five Teaching Posters are the essential materials each teacher needs. This teaching resource provides the scaffolding through which teachers craft a spelling curriculum—their way.

Description of Materials

7. Are the SOURCEBOOKS a scientific, researched, evidence-based methodology? back to top

Yes. *Download the Research Base for the Sourcebook Series document or call Educators Publishing Service toll free at 888-937-7355 to request a copy.

8. What would a day-by-day teaching schedule look like using the Sourcebook Series? back to top

*Download One Teacher's Approach or call Educators Publishing Service toll free at 888-937-7355 to request a copy.

* Requires Adobe Acrobat Reader and/or PDF viewer plug-in installed on your computer.

9. What are the essential skills and how are they recycled through each level? back to top

*Download the Scope & Sequence charts of essential skills or call Educators Publishing Service toll free at 888-937-7355 to request a copy.

* Requires Adobe Acrobat Reader and/or PDF viewer plug-in installed on your computer.

10. I saw negative comments on the National Right to Read website about the Sitton spelling program. How should I respond to that? back to top Download our response in PDF format.

Response to the National Right to Read Foundation Review of
Rebecca Sitton's Approach to Spelling and Word-Skill Literacy
Educators Publishing Service

Has the National Right to Read Foundation ever seen Rebecca Sitton's Sourcebook Series for Teaching Spelling and Word Skills? Couldn't have! Their complaints reveal gross misstatements: no phonics, no spelling patterns, no skills, only four rules, no expectations for spelling words correctly--flagrant charges, all totally inaccurate. The NRR alleges that the program does not work. Read on to discover how these claims can be proved wrong using two commonsense techniques--inspection of the materials, and corroboration with educators with experience using the program.

Rebecca Sitton's approach to spelling includes more phonics and spelling patterns than any other spelling program--look at the books to count the activities labeled "phonics" and "spelling patterns" in the skill-based "sidenotes" of the teacher guides. Talk to educators using the program, such as Wisconsin Principal, David Meixelsperger. He emphatically refutes the National Right to Read claim of no phonics and no spelling patterns saying, "Sitton carefully spirals essential phonics strategies and spelling pattern lessons throughout the school year. My staff's enthusiasm for Sitton's program is founded on its meticulous attention to these and other critical language skills and the documented achievement that results from its use." New Jersey Curriculum Supervisor, Grace Ann Mauger, reinforces this when she states, "We selected the Sitton program because of its emphasis on phonics, word-study, and strong skills approach." The NRR cannot substantiate their charges regarding no phonics, no patterns, and no skills while systematic ongoing lessons in the Sourcebooks, and educators who have experience using the program, prove otherwise.

Rebecca Sitton's approach guides students to discover spelling rules through their own abundant word collections. Students gather words, analyze them, and figure out the rules that apply. Every major English language generalization is taught, practiced, and applied. The NRR says Sitton's Series presents only four rules--they are wrong. Look for the skill-based "sidenotes" in the teacher guides labeled "spelling rules" to verify this. Note the concepts, often called generalizations, are headlined across the pages in every unit to inform teachers of the focus of the activities that follow. The NRR must retract their statement regarding no rules because the books themselves prove they're wrong.

Rebecca Sitton's approach to spelling calls for high expectations for learning that surpass customary predetermined word-list methodology. The elite Town School for Boys in San Francisco uses Sitton's materials for their exceptionally high-performing learners. As a result, according to Director of Curriculum, Rae Viscovi, "Our students write better and have a far greater understanding of their language and how it works. The parents have high expectations for instruction and learning here, and they love Sitton's approach." Again, the NRR's claim of low spelling expectations lacks validity.

Rebecca Sitton's research-based approach to spelling prepares students for high-stakes standardized testing, and results substantiate this. Ask educators who have seen it happen. John Spero, Director of Arizona's CASY Country Day School, the highest scoring school in the state, fully refutes the NRR's claims because he monitored the growth of his students as they implemented Sitton's Sourcebook methods. Montana Principal, Sandie Mammenga, reports substantial test score gains using the Sitton materials in the Billings School District; Jill Johnson, Ohio Curriculum Director, reinforces this with the test score increases she attributes to the use of Sitton's program; and New Jersey Curriculum Supervisor Jim Miller enthusiastically endorses Sitton's program as a result of the test score increases he observes. Testing shows Sitton's program works. Why would the NRR charge that it does not?

Note: Repeated attempts to contact NRR to cooperatively correct inaccuracies went unacknowledged.

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