Written by Rachel Timmermann

Teachers commonly complain about the lack of instruction time, improper resources, and mixed student results as they provide spelling instruction. Individualized development is attainable for each student through a research-based approach.

What does the research say?
Historically, spelling and reading instruction has begun with phonics and memorization. This is problematic, since the instructional level of spelling words corresponds to words students read with automaticity; it does not correspond to words they must decode (Templeton and Morris, 1999). In the 1950s, Horn’s research studies cited that the irregularities in the English language required students to memorize words. Horn developed grade-level lists of words for students to learn. But students learn best when instructed within their developmental level (Ouellette, 2013).

Research indicates that students acquire conventional spelling by adding layers to their spelling knowledge (orthographic understanding). The initial layer is basic alphabetic understanding. Covering that is the pattern layer representing new sounds made by multiple letters from the alphabetic layer. Finally, spellers learn morphemes and understand the deeper meaning associated with parts of words (Bear, Invernizzi, Templeton, & Johnston, 2016).

Teachers can accurately determine the “visible footprint of how he or she thinks the code works” (Gentry, 2004 p. 26) by encouraging students to use invented spelling. This “footprint” informs future instruction for students.

What can this look like in the classroom?
Educators can begin by administering a developmental spelling inventory to their entire class at one time. After analysis, the teacher will have evidence to show the development of each student’s orthographic knowledge. With this information, the teacher can accurately find a starting place for students in a research-based spelling curriculum resource. Students start at an appropriate place in the curriculum resource and follow the same weekly routine with their individual list (see suggested routine below).

A research-based spelling curriculum has words grouped by orthographic feature with increasing difficulty and provides students with opportunities to sort words and build an understanding of how language works (Gentry, 2004). The resource also has its research-based practices clearly stated for reference and has authentic opportunities to read and write.

Students should also make use of a personal spelling dictionary. Aside from including high-frequency words, students add misspelled words from writing assignments to this dictionary until they master the new vocabulary. Students include these words on their weekly list.

How can I fit this into my routine?
Nothing happens in a classroom unless teachers make it a priority and put in the schedule. Here is a suggested schedule that allows students to work with their own lists. Spelling instruction can be completed as part of the language arts block in fewer than 15 minutes.

Day 1- Pretest with self-correction and prepare word sort cards

Day 2- Mini-lesson about orthographic feature and word sort

Day 3- Word study activity in curriculum resource

Day 4- Mini-lesson about a spelling strategy

Day 5- Posttest with self-correction

To begin the week with individualized pretests, students could use pre-prepared audio files for each spelling list available in the curriculum resource to correct their pretest and add appropriate words from their spelling dictionary.

On day 2, the period scheduled for guided reading groups is an appropriate time to discuss orthographic features of students’ lists. Students can sort words by orthographic features independently or with a partner to strengthen their ability to compare and contrast words.

Day 3 provides an opportunity for students to utilize their curriculum resource. A research-based resource will provide activities for students to build and take apart words, and also have authentic reading and writing experiences.

The teacher presents a whole group lesson about a spelling strategy on day 4. An example of a spelling strategy could be practicing spelling by analogy or methods of self-testing. The final day is for the actual spelling test but, in reality, day 4 and 5 could be completed on the same day if it would make spelling instruction happen consistently.

Overall, students need developmentally appropriate spelling instruction. This is achieved by using a research-based approach with individualized lists and a spelling curriculum resource.

CLICK HERE to read Rachel’s complete capstone project.

Rachel Timmermann (’05, ’18) recently completed her Master of Science in Education, instruction emphasis.

For further discussion:

What differentiation strategies have you used successfully in your spelling class?

What challenges have you encountered – or do you foresee – with an individualized approach to spelling?

References
Bear, R. B., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way. [Kindle DX version].

Retrieved from Amazon.com

Gentry, J. R. (2004). The science of spelling: The explicit specifics that make great readers and writers

(and spellers!). Portsmouth, NH: Heinemann

Ouellette, G. P., Sénéchal, M., & Haley, A. (2013). Guiding children’s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81(2).

Templeton, S. & Morris, D. (1999). Questions teachers ask about spelling. Reading Research Quarterly, 34(1).