Allow your student to touch each rubber letter, name it and then pronounce the letter's primary sound. Once he is able to understand the alphabet at this level, he is ready to spell.
Present your student with the letters of a three-letter word she will be spelling, and encourage her to name each letter and pronounce its sound. Have her say the word to be spelled and find the initial letter she hears. Have her do the same with the third letter, then the middle letter.
Prepare your student for skywriting by having him stand and extend his arm forward with index finger pointing, as if it were a pencil. Model the procedure for him to imitate by writing the word in the air, saying each letter in sequence and ending by saying the entire word.
Write the word on large paper with markers. Encourage your student to trace the word with her finger, saying each letter name as she traces it, then writing over the word with a pen, saying each letter again as she traces it.
Prompt your student to copy the word with the model visible. As he writes, he should name each letter and conclude by saying the entire word. Use large, unlined newsprint for the initial copying. It will allow him to experience optimum movement for imprinting his memory.
Provide practice to enable the child to become a fluent speller. The more tactile the experience, the more effective in impacting the visual memory. Use a sandbox, a piece of felt, finger paint or gravel as a palette on which to trace the word. For the auditory learner, try a metronome or drum to give help him connect with the rhythm of words.
Test your student's mastery of a word. Follow the same sequence of saying the word, then saying each letter as it is written, and finishing by reading the entire word. She is now master of the word and subsequent spelling will come easier with repetition of the multisensory skills.