Although separate and distinct in the curriculum, spelling is something of "non-subject." You don't really teach it so much as you test it, and the weekly cycle is so deep ingrained in educational practice that even preservice teachers can describe the weekly "pretest-study-posttest" approach.
There is no shortage of research concerning effective spelling instruction, and many of the traditional approaches have consistently shown themselves to be of questionable effectiveness for helping students become proficient spellers. There are at least 10 simple truths about teaching and learning of spelling that new teachers rarely learn and university instructors rarely teach:
1. Children should not practive spelling words orally.
2. Oral spelling games are fine for motivation but are of little use in learning to spell effectively.
4. There is a correlation between proficient reading and effective spelling.
6. Children should not study words they already know how to spell.
8. Children should not be drilled or tested on words for which they have no immediate use.
10. Spelling instruction should be individualized.
(by Karl A. Matz)