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Word Study: A New Approach to Teaching Spelling
"Word study" is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. This article describes the word study approach.
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How do you teach spelling words? Many teachers teach spelling by giving students a list on Monday and a test on Friday with practice in between.
This type of drill and practice has earned traditional spelling instruction a reputation for being boring. That there is no big picture and no ultimate goal makes it all the more tedious – as soon as one spelling list is tested, another list takes its place.
Luckily, there is an alternative to traditional spelling instruction called "Word Study" which is not based on the random memorization of words. A word study program is a cohesive approach that addresses word recognition, vocabulary, and phonics as well as spelling (Zutell, 1992).
What is word study?
Word study provides students with opportunities to investigate and understand the patterns in words. Knowledge of these patterns means that students needn't learn to spell one word at a time.
Take, for example, the difference between "hard c" (as in cat) and "soft c" (as in cell). After collecting many words containing the letter "c," students discover that "c" is usually hard when followed by consonants (as in clue and crayon) and the vowels "a," "o," and "u" (as in cat, cot, and cut). In contrast, "c" is usually soft when followed by "i", "e," and "y" (as in circus, celery, and cycle).
Of course, for every rule there are exceptions that threaten the rule. Students learn, though, that spelling patterns exist and that these patterns help to explain how to spell, read, and write words.
Word study is also designed to build word knowledge that can be applied to both reading and spelling (Henderson, 1992; Zutell, 1998). Because it is closely tied to reading instruction, it also develops students' abilities in phonics, word recognition, and vocabulary (Baker, 2000).
How is word study taught?
There are distinct stages in students' spelling development (Henderson, 1981). Students at different stages attend to and represent different features in their spelling (Templeton, 1991).
Word study is based on the notion that where a student is in his or her spelling development can serve as a guide for instruction. At the start of a word study program, teachers use a spelling inventory to determine which stage of spelling development each student is at and then groups students for instruction (Bear, et al., 2000). Once groups are created, teachers develop "differential instruction" based on the stage of development each group of students has achieved (Bear & Barone, 1989).
Instruction has to be deliberately sequenced by the teacher so students will get instruction that will propel their development. Teachers select a group of words that demonstrate a particular spelling pattern and sequence these patterns to match children's development (Templeton, 1991). Because the pace of children's progression through the stages varies, rarely would all the students in a class be studying the same list of words (Barnes, 1986).
To implement word study effectively, teachers and students alike must become word detectives, engaged in an ongoing attempt to make sense of word patterns and their relationships to one another. Spelling "rules" are not dictated by the teacher for students to memorize. Rather, spelling patterns and generalizations are discovered by students.
Teaching strategies
In word study, teachers encourage students to compare and contrast features in words. One common method for doing so is by having students sort words. When sorting, students use their word knowledge to separate examples that go together from those that don't.
In addition to sorting, students may hunt for words in their reading and writing that fit the pattern being studied, may construct a word wall illustrating examples of the different patterns studied, may keep a word study notebook to record the known patterns and their new understandings about words, or may play games and activities to apply their word knowledge (Bear et al., 2000).
A cycle of instruction for word study might include the following:
- introduce the spelling pattern by choosing words for students to sort
- encourage students to discover the pattern in their reading and writing
- use reinforcement activities to help students relate this pattern to previously acquired word knowledge
Teachers then test students' pattern knowledge rather than their ability to memorize single words. For example, a teacher might have students work with twenty words during a word study cycle and then randomly test students on ten of those words. For students studying the -at family, a teacher might include the word "vat" on the spelling test even though it wasn't on the initial spelling list – this allows the teacher to see if students are able to transfer their knowledge of the "at" chunk to a new word they haven't seen before.
References
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Baker, L. (2000). Building the word-level foundation for engaged reading. Engaging young readers: Promoting achievement and motivation. New York: Guilford Press.
Barnes, W. G. (1986). Word sorting: The cultivation of rules for spelling in English. Reading Psychology, 10, 293-307.
Bear, D. R., & Barone, D. (1989). Using children's spellings to group for word study and directed reading in the primary classroom. Reading Psychology, 10, 275-292.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling. Upper Saddle River, NJ: Prentice-Hall.
Henderson, E. H. (1992). The interface of lexical competence and knowledge of written words. In S. Templeton, & D. R. Bear (Eds.), Development of orthographic knowledge and foundations of literacy: A memorial festschrift for Edmund H. Henderson. (p. 1-30). Hillsdale, NJ: Lawrence Erlbaum.
Henderson, E. H. (1981). Learning to read and spell: The child's knowledge of words. DeKalb, IL: Northern Illinois Press.
Templeton, S. (1991). Teaching and learning the English spelling system: Reconceptualizing method and purpose. Elementary School Journal, 92, 185-201.
Templeton, S., & Morris, D. (1999). Questions teachers ask about spelling. Reading Research Quarterly, 34, 102-112.
Zutell, J. (1998). Word sorting: A developmental spelling approach to word study for delayed readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14, 219-238.
Zutell, J. (1992). An integrated view of word knowledge: Correlational studies of the relationships among spelling, reading, and conceptual development. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson. (p. 213-230). Hillsdale, NJ: Lawrence Erlbaum.
Adapted and excerpted from: Leipzig, D. H. (2000). The Knowledge Base for Word Study: What Teachers Need to Know. Scientific Studies of Reading, 11(2), 105-131.
I have used this program with a class of Grades 3/4/5 and it was fabulous and so easy to implement. The kids would be split into their groups and would do the word study while reading groups took place. It was like having literacy centres, but each group had their own words to tackle.
Posted by: Megan | August 03, 2010 06:13 AMHow does grouping the children work? My concern would be placing a group of underachievers in a group, then they remain underachievers.
Posted by: Anonymous | August 21, 2010 02:51 AMA response to Anonymous
Instead of thinking of underacheivers, think of meeting the students at their developmental level. If they are developmentally at the within words stage but are placed in a group with a higher developmental group, they will become frustrated. They will most likely not be able to progress because they will not have the prerequisite skills in place.
My child has been participating in word study for four years. Every year the group she is placed in seems too easy. When she brings the list home on Monday she already knows how to spell them. How can this be?
Posted by: Dawn | September 08, 2010 05:00 AMI could not verify this article's reference. your citation is incorrect.
Posted by: nicole baucom hays | September 13, 2010 07:54 PMI am looking for research info on Words Their Way from someone other than the publisher to use for evidence for selecting studens for special education eligibilty. Does anyone know of any research? Thanks!
Posted by: Linda | September 17, 2010 12:07 PMI too was searching for answer to this question.
Posted by: carol james | September 21, 2010 03:36 PMI am also looking for words for special education. HELP
Posted by: june landgraf | September 26, 2010 09:51 AMI too am trying to find some research. Doesn't seem to be any!
Posted by: Stephanie Hofeling | September 28, 2010 06:06 PMIn my district, all students are given the Developmental Spelling Assessment, and then grouped accordingly. Exceptional ed students, just as regular students, can be tested and grouped accordingly. The level at which the student demonstrates <70% mastery (I believe this is the percentage) is the level at which they begin; for instance, within words. Special accomodations include picture cards instead of word cards. My exceptional angels are progressing as well as my regular education students are, thanks to Word Study. I hope this is helpful.
Posted by: Jessica Peerless | September 30, 2010 11:22 PMTo those looking for research, you can try "Handbook of Language & Literacy; development and disorders" edited by C. Addison Stone, et al. (2004). It is published by The Guilford Press, NY. There are 3 articles in the "spelling" section of the book.
Posted by: rb | October 02, 2010 02:47 PMHow are parents supposed to help their kids study for spelling tests without spelling lists. How is it better if we cannot help our kids? How are we supposed to guess the words the teacher is going to choose that have the "key letters or sounds"? Please someone help me understand. My son's teachers are starting to use this system & it is very confusing & frustrating for us.
kledford3030@yahoo.com
Ask the teacher for a copy of the sort for the week. Your child should be able to explain to you how the words are sorted. For example, maybe she is sorting long a vs. short a patterns. Once the sort is explained, you can give her words that she hasn't seen to practice the concept. Ex: cap and cape, flat and fate, etc. Transfer of knowledge is the key to success.
Posted by: Becky | October 16, 2010 09:43 AMHow can I help my child at home when I don't know what the patterns are? For example, when to use hard c versus soft c. I don't know that this is what they are teaching.
Posted by: Mary M | October 19, 2010 04:01 PMTe4achers,
I have a question. I have been using Word Study to teach spelling for about four years, but recently I was told by a couple of my colleagues that they still have their students define words and creates sentences as a part of their Word Study instuction. I thought Word Study was based on daily sorts and modeling of correct pronunciation of words to create an awareness of spelling patterns and exceptions to the rules called Oddballs. Am I wrong or should I have my students do the defintions that I hated as a child myself along with creating sentences?
A pilot study using this approach is rasing eyebrows in Mauritius. I would like to hear from all of you who strongly feel positive about using Words Their Way as an effective approach for teaching children with learning problems.
Posted by: Alisha | November 01, 2010 06:06 AMMy children have been in Title I reading where Words Their Way is used as curriculm. My son has high functioning autism and my daughter dyslexia. The program is a great tool however for children that are needing to master decoding and symbol imagry before this type of spelling, it is a struggle. They spend only one week on a grouping and move on only to not be able to spell or read the words the next week in a sentence. Title I is to help students having dificulty not push past thier ability with a program they are not ready for. Testing each child to see exactly the area of weakness is extreemly important before just implementing a spelling program that jumps ahead of the phonemic awareness(not just phonics), decoding, and symbol imagry base they do not have mastered.
Posted by: Dee | November 22, 2010 05:30 PMI have a child that reads above grade level and comprehends. Word usuage is sometime a struggle, but spelling is the struggle. I homeschool based on the local school district not being able to accomdate severe food allergies and they do not have a emergency action plan in place etc. Can a homeschool purchase this curriculum from somewhere? Thank you.
Posted by: weak speller | February 28, 2011 02:10 AMIt seems that word study is good in small doses but is taking away from the real problem: Lack of reading. With the average child watching 32 hours of T.V per week its no wonder kids struggle with fluency, vocabulary, and comprehention. First we need to institute more reading then we can suppliment with word study.
Posted by: somethingmich | March 08, 2011 12:06 PMI have used the spelling assessment that accompanies Words Their Way for many, many years. I typically assess with it at least three times per year to look for progress. During word study the groups of students at each level work on sorts. I systematically meet with the students while they are doing their sorts. This is only part of my word study program. My district also uses Spelling Connections which also asks students to sort words into at least three categories per week. I do give a pretest and posttest each week based on the Spelling Connections word lists. I send home the word list for the following week on Friday. This way the family has the words that the child will be tested on. I see this as a win win situation as the students have a list to study from, their are no surprises for parents, yet the children are also working at their developmental level during word study times. I might add that as I meet with students individually, I ask them to spell the words they have been working with without looking. I have them write the words on write boards or scrap paper. It is not stressful but it gives me good insight about the success the students are having with their specific words.
Posted by: B.JACKSON | August 05, 2011 06:06 PM
Comments
is it easy or hard to impement in a fourth grade classroom?
Posted by: mimi | July 12, 2010 12:47 PM