The aim of this article is to provide clinical and practical guidance for the provision of one-on-one intervention for children with spelling difficulties. We briefly discuss the requirements of theoretically guided assessment and suggest some norm-based assessment tools in this light. The main focus of this article is on teaching children with spelling difficulties in a one-on-one context. Previous research has shown that children present with spelling difficulties of different types and that intervention is most effective when targeted at the specific difficulty. Hence, we outline different interventions for different subtypes of developmental spelling difficulties.
