Abstract

Students are having difficulties connecting their learned spelling to their writing.
Students are not using spelling strategies to help them spell new or unknown words. By using an
effective word study program, it will not only help improve spelling but can also increase
students reading and writing abilities. The researcher studied the effects of implementing the
word study program Words Their Way (Bear, Invernizzi, Johnston, & Templeton, 2012) in a first
grade classroom. Data was collected through giving a Spelling Inventory (Bear et al., 2012),
writing prompts, and weekly formative spell checks. The goal in using this program is to provide
students with a developmentally appropriate, student-centered approach to learning words and
their counterparts.
Introduction and Background
Many students have a difficult time spelling high frequency words as well as applying
their spelling to their writing. Most teachers use spelling lists, that are reinforced by the use of
flash cards and drill practice to help aid in the teaching of spelling. Using this method to
approach spelling is less successful than spelling instruction that combines explicit and
systematic instruction of sound-letter correspondences, basic syllable patterns, morphological
awareness, and word origins. (Al Otaiba & Hosp, 2010 p. 4). When students partake in drill and
memorization practice they are not provided an opportunity to find spelling patterns, manipulate
word concepts, or apply critical thinking skills. (Bear et al., 2012).
Teachers are finding that students are not actually mastering high frequency words and
are not applying learned spelling words into their writing. When learning to spell one needs to
have a basic understanding of English orthography and know how to apply that to the process of
writing (Rymer & Williams, 2000). When students memorize words for a weekly spelling test

they are just learning the words for the test, then in their writing, the word is misspelled which
causes students and teachers to become frustrated (Chase-Lockwood & Masino, 2002).
In this study the effect of a successful word study program within a first grade classroom
is researched. The hypothesis is that students who participate in a word study program are more
likely to transfer learned spelling skills into their reading, writing and daily work. The word
study program Words Their Way (Bear et al., 2012) will be implemented in a first grade
classroom. This program will focus on phonics, vocabulary, and spelling instruction. The
research question being investigated in this study is: How does implementing a word study
program transfer to students retention of spelling words?
Literature Review
Defining a Word Study Program
A word study programs different than more traditional spelling programs because it
suggests assessments of childrens growth as spellers based on their word development stage to
reading and writing, and helps students think about words and how they work (Abouzeid,
Invernizzi, Bear, & Ganske. 1994). Word study focuses on building students orthographic
development. Orthographic processing is the visual look of a word and all the letters put together
(Bear et al., 2012). Students need to be able to visually see how a word is spelled and if the word
looks correct when all the letters are put together. A word study program not only focuses on
word recognition, but also vocabulary, spelling, word-level grammatical concepts and effective
word choice (Scott, 2010). All these areas work together to help children become better readers
and writers.
An effective word study program follows a clear sequence of introducing letters and
sounds and their relationship. Putting them in a defined sequence helps students learn the

connection between letters and sounds. Instruction in a word study program can be broken down
into sets where each set includes sound-spelling relationships of both consonants and vowels
(Vaughn & Linan-Thompson, 2004). Once students have learned this relationship they can blend
the sounds to read words, and segregate the sounds to write words (Vaughn & Linan-Thompson,
2004). When using a traditional spelling program students learn to spell words that are believed
to be appropriate at each grade level (Williams, Phillips-Birdsong, Hufnagel, Hungler, &
Lundstrom, 2009). There are five different spelling stages that students will progress through
they are: the emergent stage, letter name alphabetic stage, within word pattern stage, syllables
and affixes, and derivational relations (Bear et al., 2012). In the emergent stage students are not
familiar with letters and their sounds yet but they are just making marks and being introduced to
the concept of writing (Bear et al., 2012). Within the letter name alphabetic stage there are three
separate stages because students knowledge of these letters progress at quick rate (Bear et al.,
2012). In the beginning students are introduced to beginning and final sounds, then they progress
into spelling beginning, medial, and final sounds using consonant-vowel-consonant (CVC)
words. Finally, they learn how to spell words with digraphs and blends (Bear et al., 2012). The
next stage is the within word pattern spelling where students can read and spell many words
because of their knowledge of letter sounds and short vowel patterns. They start to move away
from spelling sound by sound and begin to include patterns and chunks of letter sequences (Bear
et al., 2012). They look at sounds and their patterns and start to spell using long vowels and
vowel patterns such consonant-vowel-consonant-e (CVCe) or vowel-consonant-consonant
(VCC) patterns (Bear et al., 2012). The syllables and affix stage is when students start to spell
words with more than one syllable and they learn about how spelling patterns meet with meaning
units like prefixes and suffixes (Bear et al., 2012). In the last stage derivational relations spelling

students learn how many words can be spelled from their knowledge of base words, word roots,
and use word meaning to help them spell words (Bear et al.,2012). In a word study program
students learn about words and pay attention to patterns and consistencies within the spelling
system (Williams et al., 2009).
In comparison to traditional spelling programs a word study program allows for
differentiation for all learners. Instruction can be given in whole-group, small-group, and
independent settings. Word study is not a one-size-fits-all program of instruction that begins in
the same place for all students within a grade level. (Bear et al., 2012, p. 8). It relies on different
developmental stages of spelling. By assessing students orthographic development several times
a year teachers can make sure that instruction is fitting the needs of their students by
differentiating spelling instruction in small groups (Invernizzi & Hayes, 2004). Morris, Blanton,
Blanton and Perney (as cited in Invernizzi & Hayes, 2004) did a study that followed students in
four third grade classrooms and two fifth grade classrooms who received the same spelling
instruction at the same pace from the same grade-level spelling book regardless of their previous
spelling accuracy. At the end of the year students were tested on their mastery of curriculum
based words. The top third of each grade could spell most of the curriculum based spelling words
correctly. However, the bottom third of each grade could not spell even half of the words
correctly. Morris, Blanton, Blanton and Perney (as cited in Invernizzi & Hayes, 2004) concluded
that undifferentiated whole group instruction was not effective for low-achieving spellers.
Another study done by Morris, Blanton, Blanton, and Nowacek (as cited in Invernizzi & Hayes,
2004) studied the effects of teaching at a students spelling instructional level instead of at their
grade level spelling level among 48 low-achieving spellers from seven third grade classrooms.
Half of the low-achieving spellers were instructed at a second grade spelling level this was the

intervention group. The other half was instructed at the third grade spelling level and this was the
control group. The intervention group scored higher on the second grade posttest, they scored
nearly as well as the control group on the third grade posttest and scored better than the control
group on the third grade transfer spelling test (Invernizzi & Hayes, 2004). Qualitative spelling
inventories can be given to assess specific spelling features to be taught in a certain
developmental progression, which can help students group students based on their instructional
needs (Invernizzi & Hayes, 2004).
Benefits of a Word Study Program
There are many benefits to using a word study program when implemented effectively.
When using a word study program students get to look at words to discover a deeper
understanding of how spelling represents sound and meaning. When teaching reading and
spelling together the benefits outweigh the cons because it creates further opportunities to
practice applying shared patterns (Reed, 2012). When students learn phonemic segmentation and
become familiar with common spelling patterns, and practice reading and writing words, they
will be able to remember the correct spellings better (Ehri, 2003).
Differentiation of a word study program allows spelling to be taught at a level that is just
right for each student. It allows students to move on to learn new rules and patterns when they
are developmentally ready. A typical block for word study time would consist of 3 rotations, with
one group meeting with the teacher for a 15-minute mini-lesson, another group working on
literacy activities, and the third group working on word work activities (Williams et al., 2009).
When groups are differentiated it allows the teacher time to instruct lessons based on targeted
orthographic features students need to learn (Ehri, 2003). It also allows for students to

independently practice applying new learned skills to different literacy components such as
reading and writing (Williams et al., 2009).
One of the most successful components of the word study program is the use of word
sorts to teach spelling patterns. A word sort is an activity where the student arranges words on
cards into groups with similar relationships. This can help students draw conclusions about how
words are related to each other (Gillett & Temple, 1978). Word sorts can benefit students by
helping them spell words, recognize words, make word analogies, become aware of the
phonemic structure of words, and gain meaning of words (Bear et al., 2012). A study done by
Joseph and Orlins (2005) found that students who participated in word sorting activities based on
their spelling pattern readiness made quick improvements in spelling and reading their studied
words. In this study Joseph an Orlins (2005) tested two children one in second grade and the
other in third grade on spelling and reading after implementation of word sorts, the students
struggled in each of their determined areas according to the classroom teachers. The second
grade child was tested on reading accuracy and the third grader was tested on spelling accuracy.
The students were tested on three different sets of words following different word patterns such
as ank, old, oil, out, and ur to collect baseline data. Both students received instruction on the
words using word sorts. Both students reached mastery criterion level on words after word sorts
were implemented, and both maintained criterion level performance after instruction using the
sorts ended indicated by maintenance probes given over time. In both studies it was found that
only when the word sorts were implemented that spelling or reading improved and criterion
levels were reached across all sets of words.
The implementation of a word study program does not just benefit students spelling. It
can help students transfer learned skills to their reading as well. Word study programs can help

students knowledge of vocabulary when reading. In first and second grade reading
comprehension can be predicted by vocabulary, letter recognition, and phonemic awareness,
among those vocabulary knowledge is one of the main predictors of reading comprehension
(Scott, 2010). Beginning this instruction in lower elementary can have a great impact on a childs
academic future. Vocabulary instruction just plays one role in helping reading comprehension,
the process of learning word patterns can help reading comprehension as well. A study done by
Roberts and Meiring (as cited in Scott, 2010) found a significant increase in reading
comprehension from fifth grade students, who in first grade, received phonics instruction through
a word study program. In the study a group of 55 first grade students were separated into two
groups. Through the course of the year one group received phonics instruction through
experiences with individual words and their patterns, while the other group received phonics
instruction through connected texts. Throughout the year students in both groups made
improvements in reading, spelling, and writing from September to May. However, students in the
group that learned phonics skills through experiences with individual words and patterns tested
higher in these areas compared to the students who learned phonics through literature. At the end
of first grade and at the end of fifth grade national standardized tests were given which is what
the following data results are based off of. When students entered fifth grade, from the original
group of 55 there were 40 still remaining. Data was collected on these students at the end of the
school year based on their scores from the national standardized tests. Results showed that on the
national standardized test given in first grade there was so significant difference between the two
groups on comprehension scores. However, the results from the fifth grade national standardized
test show that students who were in the phonics through experiences group scored significantly
higher than the literature context group. Nationally the spelling experience group scored 70%

whereas the literature context group scored 50% in comparison. Therefore showing that teaching
phonics through experiences with words and their patterns was more effective in the areas of
reading and spelling than teaching phonics through childrens literature. Ehri (2003) also found
that most students who struggled with reading struggled with spelling and vice versa, however,
when students started participating in a word study program their knowledge for word structure
and patterns increased which improved not only their spelling but also their reading.
The Connection of Spelling to Writing
A balanced literacy program includes many components: interactive read aloud, shared
reading, guided reading, independent reading, interactive writing, shared writing, independent
writing, and word study (Fountas & Pinnell, 2000). Word study has not always been a part of a
balanced literacy program Cahall (as cited in Ehri, 2003) did a study in 1967 that showed most
teachers used an approach called the look-say approach. In this approach students were taught to
read words as wholes and practiced reading words until they had learned 50 to 100 in their sight
vocabularies. Once students had built a sight vocabulary then phonics instruction would begin
which didnt happen until the end of first grade (Ehri, 2003). Ehri (2003) conducted multiple
studies across multiple grade-levels ranging from kindergarten through sixth grade. One study
she conducted was with kindergarten and first grade classrooms where one class received
phonics instruction through the curriculum but it was unsystematic, another class received the
whole word instruction approach, another received no phonics instruction, and the last class
received systematic phonics instruction. The results of this study showed that students who
received the systematic phonics instruction outperformed students in reading compared to
students who received unsystematic phonics instruction or no phonics instruction. There Ehri

(2003) found the importance of including phonics or a word study program within a balanced
literacy program because of its connection to the reading and writing success.
There are many stages of writing and spelling that students go through. At an early
childhood level students start in the inventive writing stage. Inventive writing is when students
spell using the letter sounds they think they hear (Bear et al., 2012). Craig (2006) believes that
letting students write using inventive spelling actually helps them develop better phonological
awareness that will help them become better readers and writers. Craig (2006) conducted a study
with a group of 87 kindergartners in small intervention groups consisting of 3-4 children
comparing a contextualized adapted interactive writing framework (interactive writing plus) with
a sequenced program of metalinguistic games. The children in the interactive writing plus group
showed greater progress on measures of word identification, passage comprehension, and word
reading development then the group participating in metalinguistic games. Through the study
Craig (2006) found that writing instruction that supports childrens invented and conventional
spellings provides a solid foundation for developing the phonological awareness and alphabetic
knowledge they will need for early reading. Using inventive spelling can be frustrating for some
students. Strickland (2011) found that for young students correct spelling is one the hardest parts
of writing. Joshi, Treiman, Carreker, and Moats (2008) believe that good spelling is essential for
literacy and it makes writing much easier because then the writer can focus on his/her ideas
instead of the letters needed to write those ideas down. It is important that teachers do not
constantly give students correct spelling of words, because this is not allowing students to learn
independence when writing (Craig, 2006).
Writing instruction should start at the beginning of kindergarten and students should get
many opportunities to write independently (Calkins, 2003). Calkins (2003) believes students are

capable of writing independently even though they might not be able to read what they wrote yet.
Providing opportunities for students to write independently is crucial because word strategies
have been shown to develop in writing even before reading (Craig, 2006). When students write
independently they are using what they know about words, letters, and stories and applying it at
their own pace (Calkins, 2003). This should be the main goal for all elementary teachers.
Teachers can scaffold spelling development through a process called interactive writing. Fountas
and Pinnell (2000) state that interactive writing is an instructional context in which a teacher
shares a pen-literally and figuratively-with a group of children as they collaboratively compose
and construct a written message (p.4). Through this process teachers can focus on the content of
writing, the structure of writing, and also focus on words or rules that are being taught in word
study (Fountas & Pinnell, 2000). It is crucial that students get time to have guided practice with
the skills taught from writing and word study, it allows students to try and apply new learned
skills with the support of the teacher (Williams & Lundstrom, 2007). On top of independent
writing and interactive writing their needs to be direct instruction through mini-lessons on
strategies to use when writing. Craig (2006) states that beginning readers and writers need
explicit instruction on word parts, letter sounds, and high-frequency words together through
reading, writing, and word study. Craig (2006) recommends participating in a process called
sound talk, which is structured around four phonemic awareness skills: first sound identification,
last sound identification, sound segmentation, and sound deletion. During instruction the teacher
focuses on one of these skills and pauses while reading and writing to demonstrate how to use
these skills. By modeling these strategies to students they will learn what is expected of them as
writers and will start to apply those strategies themselves independently (Craig, 2006).

Using students independent writing as an assessment is a valid piece of evidence to use to

gain more understanding of where a student falls on their writing and spelling abilities. When
using a students independent writing as an assessment you will find an authentic attempt at
spelling which shows their development through the writing and spelling process without teacher
support (Calkins, 2003). When assessing students writing their spelling should not be looked at
as right or wrong, but used to help determine where they fall on the spelling continuum
(Strickland, 2011). As students learn more about words and their rules they apply this to their
spelling, which is then seen through their independent writing (Calkins, 2003). The biggest
motivator for using independent writing as an assessment tool for spelling is that it shows what
students learned in isolation during word study and from a spelling test and how they applied it
to real literacy settings.
Counterpoint
Some experts believe that spelling words can be learned only through memorization.
Rote memorization is learning through repetition (Fleming, 2016). Rote learning is used for
learning facts or foundational skills and is necessary in some areas (Fleming, 2016). One
approach that is used is a technique called Say it. Students are to look at the word, say the
word, spell it out loud, and then write the word from memorization (Sylvan Learning, n.d.).
Another memorization technique that is used is referred to as maintenance rehearsal.
Maintenance rehearsal uses repetition to hold something in the short-term memory (McLeod,
2007). Students just practice spelling the word over and over again. Memorization procedures do
not support the word study approach. When students are memorizing spelling words for a weekly
spelling test it is only storing them in the short term memory. Most likely, students will not

transfer this information to writing independently and the spelling words will not be stored in the
long-term memory.
Students will not retain spelling words and principals if the word study program is not
carried out effectively. The word study program will not be as effective unless students are in the
differentiated spelling groups at their level. Otherwise they will not be able to apply the learned
skills to their reading and writing if they are not developmentally ready for it. For example, if six
students are still on beginning sounds but the rest of the class is on digraphs then those students
will not transfer spelling digraphs independently because they are not developmentally ready for
it at that point. According to Bear et al. (2010) word study must match the needs of the child,
thus instruction needs to be happening in their zone of understanding. Otherwise this will result
in frustration and boredom which causes little learning to take place (Bear et al., 2010).
Therefore, making the word study program meaningless to them.
Summary
It is clear from the presented research that a word study program benefits students in
many different ways. Their spelling skills improve and they are able to transfer learned strategies
to their reading and writing. Word study allows students to examine, manipulate, compare, and
categorize words while also allowing students to make their own discoveries about how words
work (Bear et al., 2010). When teachers use this hands-on approach to study words they create
opportunities for students to focus on critical features of words such as sounds, patterns and
meaning (Invernizzi & Hayes, 2004). Systematic phonics instruction is critical in the lower
elementary grades and needs to be implemented and integrated with reading and writing
instruction (Ehri, 2003 ). Students need to be provided opportunities to see that how they decode
a word during reading can be used to help them spell a word independently (Fountas & Pinnell,

1998). Finally, instruction needs to be differentiated so students are receiving spelling instruction
at a level that is appropriate for them in to allow them to become successful spellers, writers, and
readers (Invernizzi & Hayes, 2004). The following study has been conducted in a first grade
classroom to share qualitative and quantitative research on the topic of word study
implementation.
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