This spelling book is designed for the higher grades and provides a range of challenging exercises to improve spelling skills. With clear examples and helpful tips, this timeless book is a valuable resource for anyone looking to improve their spelling abilities. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This work, as its title indicates, is intended for the use of Advanced Classes,—for scholars who are, to some extent, familiar with the principles of pronunciation and syllabication. It is not intended to supersede the ordinary Spelling-Book, but rather to follow it, as a practical application of the pupil's knowledge, not only in spelling, but in dividing and pronouncing the more difficult words in common use.

DigiCat Publishing presents to you this special edition of "A Spelling-Book for Advanced Classes" by Oliver Optic. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature.

William Taylor Adams (1822-1897) was a noted academic, author, and Massachusetts state legislator. He was born in Medway, Massachusetts. He became a teacher in the Boston, Massachusetts public schools in 1845, and remained in that capacity through 1865. He served as a member of the School Board of Dorchester, Massachusetts, for 14 years. In 1869, he became a member of the Massachusetts General Court. He wrote many books of fiction for boys under the pseudonym "Oliver Optic," including All Aboard; or, Life on the Lake (1855), Poor and Proud; or, The Fortunes of Katy Redburn (1858), The Soldier Boy; or, Tom Somers in the Army (1863), The Birthday Party: A Story for Little Folks (1864), Outward Bound; or, Young America Afloat (1867), Now or Never; or, The Adventures of Bobby Bright (1872), Taken by the Enemy (1888), Little by Little; or, The Cruise of the Flyaway (1888), On the Blockade (1890), Within the Enemy's Lines (1890), Stand by the Union (1891), Fighting for the Right (1893), A Victorious Union (1893), Haste and Waste; or, The Young Pilot of Lake Champlain (1894), and Across India; or, Live Boys in the Far East (1895).

Supplement your language arts block with 180 days of daily spelling and word work practice! This fourth grade spelling workbook provides teachers with weekly spelling and word study units that are easy to incorporate into the classroom or home. Perfect for after school, intervention, or homework, teachers and parents can help students gain daily practice through these quick activities that correlate to state and national standards. Arranged into weekly units, the worksheets feature fun activities for fourth grade students such as analogies, homophones, sentence completions, sentence types, inflectional endings, prefixes, suffixes, roots, synonyms, antonyms, and more! The repetitive structure helps students focus on the words rather than the activities and allows for more independent practice. Provide fun, engaging, and purposeful practice for your students with this must-have student workbook that includes digital materials.

It is a little known fact that reading was taught by means of spelling for over 200 years. Today the impact of spelling on reading achievement is not as well appreciated as it once was. The late Dr. Ronald P. Carver did extensive research into the causal relationships between spelling instruction and reading ability. Carver concluded, "One very important way to learn how to pronounce more words accurately is sometimes overlooked, that is, learning to spell more words accurately." (Causes of High and Low Reading Achievement, p. 178). He also notes that "spelling was used to teach reading for almost 200 years, but by the beginning of the 20th century, the tide had so turned that learning to spell was largely seen as incidental to learning to read." Quoting C. A. Perfetti, Carver observed, "practice at spelling should help reading more than practice of reading helps spelling." (p. 179. In June of 2004 Miss Geraldine Rodgers sent me her essay, "Why Noah Webster's Way Was the Right Way." She argued from the history of reading and the psychology of reading that Webster's spelling book method of teaching reading and spelling was superior to all other methods. I was surprised to learn that that Webster, in his 1828 American Dictionary of the English Language, defined a Spelling Book as, " A book for teaching children to spell and read." He also wrote under the entry, Spelling, "To tell the name of letters of a word, with a proper division of syllables, for the purpose of learning the pronunciation. In this manner children learn to read by first spelling the words." You can see that Webster was quite clear about the dual purpose of the spelling books in his day. You can imagine my surprise at the improvement I began to get with my tutoring students when they started working through Webster's Spelling Book. I decided to type up my own edition to use in my private tutoring and my tutoring work at the Odessa Christian School in Odessa, TX, where I teach remedial reading and Spanish. In this edition, I have retained everything in the original 1908 (descendant from the 1829 edition). The only differences relate to formatting. I chose to list the words in rows instead of columns. I also allow the words to divide at the ends of lines. I have found that this works fine for all students. We are teaching students to read and spell by syllables and not by word shapes or context. When reading and spelling are taught by the Spelling Book Method, all guessing at words from shape or context is completely eliminated. The student's total focus is on pronouncing the words correctly, high levels of comprehension are a natural result.