Adams-Gordon's Spelling Power

The curriculum provides substantial teacher support including instructional materials, Quick Start DVD, and online resources.

Includes comprehensive instruction manual, Quick Start Steps, Quick Start DVD with actual lesson demonstrations, and access to online teacher resources with printables and teaching aids

The curriculum requires and facilitates direct instruction, especially in early stages, with structured teacher-student interaction.

Program requires five minutes daily of direct instruction, includes teacher instruction manual, and provides structured lesson format with diagnostic pretests

The program incorporates strong retrieval practice through daily pretests and six levels of built-in review for retention.

Students pretest words daily and study only missed words, with frequently misspelled words reviewed periodically through six levels of built-in review

The program incorporates phonetic principles as an organizing structure for spelling instruction.

Words are grouped based on phonetic principles and spelling rules, and the program includes teaching resources for phonetic-based instruction

Writing instruction is minimal, with some writing prompts included in optional activity cards but not as a core component.

Optional Activity Task Cards include writing prompts, but the main program focuses on spelling rather than comprehensive writing instruction

The curriculum has limited knowledge-building focus, concentrating primarily on spelling patterns and phonetic principles.

Word lists are organized by phonetic principles and spelling rules, with 5,000 base words grouped into 47 categories based on common elements

While the program includes frequently-used words, vocabulary development is not explicitly emphasized beyond spelling mastery.

Uses 5,000 most frequently used words with access to 12,000 most-frequently-used and most-frequently-misspelled words, but focus is on spelling rather than meaning

Text complexity is not a focus as this is a spelling program rather than a reading comprehension curriculum.

Program uses individual words organized by frequency and spelling patterns rather than connected texts

This criterion is not applicable as this is a spelling-focused curriculum rather than a reading program.

The curriculum focuses specifically on spelling instruction using word lists rather than reading texts