Munroe Long Paper

1 Running head: CHARACTERISTICS OF AN EFFECTIVE SPELLING PROGRAM: WORDS THEIR WAY
Words their Way: Taking into account developmental levels in

spelling acquisition, student attitudes, individualization, and adaptations
Jacqueline Munroe Long Paper
EDPS 652
University of Calgary


Words Their Way: Taking into account developmental
levels in spelling acquisition, student attitudes,
individualization, and adaptations
In the classroom context today, the quality of spelling instruction varies widely ranging
from rote memorization to an understanding of how the sounds and meaning of a word, work
together. Early spelling instruction involved memorization of weekly word lists. Prior to the
1960s, the belief held was that the English language system was so much a compilation of
other languages, that spelling rules could not be effectively applied (Schlagal, 2007; as cited in
Sayeski, 2011). However, research conducted around the 1960s altered the belief that English
spelling was non-systematic. At this time, spelling instruction shifted to an emphasis on rules
and patterns; the teaching method that many educators continue to employ (Sayeski, 2011).
With research findings in support of a systematic spelling instruction, investigation turned to
the creation of more effective spelling programs. The process of spelling words correctly,
involves extensive knowledge of sounds, letters, and syllable patterns (Bear & Templeton, 1998;
as cited in Wanzen et al., 2006). However, how effectively this process is reached is determined
by the instructional program used in the classroom. Research continues to identify the
following: what exactly are the key components to an effective spelling program and what
spelling program best encompasses these key components? This paper will discuss the
following: a) current cognitive models of spelling, b) cognitive processes evoked during the
acquisition of spelling skills, c) key components to an effective spelling program and d) an
analysis of Words Their Way as an effective instructional program.


Cognitive Theories of Spelling
Phase like approaches to understanding how students learn to spell, indicate that the
type of knowledge (strategy) students apply towards spelling may depend on the following:
past experience and familiarity of words being spelt (Critten & Pine, 2009). Research in
cognitive development proposes two models of spelling skill acquisition, the Overlapping
Waves model (Siegler, 1994; as cited in Kemp, 2009) and the Representational Rediscription
model (Karmiloff-Smith, 1992; as cited in Kemp, 2009). In the Overlapping Waves model,
students learn to spell using overlapping strategies such as rules, sounding out, analogy, and
whole-word retrieval, choosing the most effective strategy to suit the task at hand (Kemp,
2009). In the Representational-Rediscription model, knowledge is either implicit (we do not
always know why we employ specific spelling conventions) or explicit (rule based with learned
conventions). As our spelling knowledge develops, we gradually gain an understanding of the
regularities and irregularities of the English spelling pattern (Steffler, 2001). In the
Representational Rediscription model, knowledge becomes consciously accessible and
verbalisable until more explicit formats allow it to become generalized across and within
domains of learning (Critten & Pine, p. 99). Both the Overlapping Waves Model as well as the
Representational Rediscription model, leans toward the acquisition of spelling strategies as
being developmental in nature.
Addressing Phonology, Orthography, and Morphology as Key Components in Effective Spelling
Instruction

Many experts today believe phonological, orthographic, and morphological processes to
be at play during the acquisition of spelling skills (Beers & Beers, 1992; Varnhargen et al., 1997;
as cited in Kemp, 2009). Of these processes, phonology, the unconscious rules governing
speech and sound production (Ellery, 2009, p. 33) is critical in early spelling development. The
phonological system is where letter-sound correspondences are made (Bear et al., 2007, p.
8). Next, orthography represents the spoken language with written symbols (Ellery, p. 33).
While orthographic patterns of spelling development can be taught, they are also acquired
through many years of repeated exposure to text. Children begin by learning consonant
doubling patterns and eventually advance to context dependent patterns (Kemp, 2009). Lastly,
morphology involves adding prefixes and suffixes to words (Bear et al.). Ellery describes
morphemes as the structure of meaningful language units (p.33) and it has been suggested
that children (as young as kindergarten) appear to possess a rudimentary ability to analyse
words into their component morphemes (Kemp, p. 88). This awareness that words are
combinations of morphemes also plays an important role in spelling acquisition (Davis, 2011).
Addressing Phonology, Orthography, and Morphology in Words Their Way
The Words Their Way approach to spelling instruction teaches students how to examine
words for their individual letters, vowel patterns, syllable structure, and spelling-meaning
connection (Alston, 2011, p.1). Bear et al. (2007) author of the spelling program Words Their
Way suggests that the English spelling system has 3 layers (sound, pattern, and meaning) which
coincide with the phonological (sound layer), orthographic (pattern layer), and morphological
processes (meaning layer), previously mentioned. Bear classifies students into various stages of
development based on spelling pretest scores. These categories are emergent letter name

(phonological), letter name, word pattern (orthographic) and syllables and affixes
(morphological). What the phonological, orthographic, and morphological dimensions of
spelling acquisition would imply is as follows: when implementing a spelling program, ensure
that the above mentioned processes are somehow addressed. Words Their Way appears to be
developmental in nature and does accurately address the acquisition of spelling skills in terms
of phonology, orthography, and morphology.
Addressing Student Attitude, Individualization, and Planning and Adaptation as Key Components
to an Effective Spelling Program
According to Graham (1983) the two main goals of spelling instruction are to help
students become proficient at standard spelling and to teach them how to spell words they use
in their writing (p. 562) yet, as previously mentioned, how these goals are reached is
dependent upon the instructional program used. Graham has proposed the following to
characterize effective spelling instruction: student attitudes, individualization, and planning and
adaptations based on results of assessment. First, as in all subjects, students attitudes can
exert either a positive or negative influence on spelling achievement. Teachers are encouraged
to gain student support by choosing spelling words that are relevant to their lives and their
writing (Graham). If spelling words are irrelevant to the student (for example, the student has
never seen a skyscraper, and likely will not be writing about one or talking about one anytime
soon)a spelling list with those (irrelevant) types of words would not be suggested. Student
attitudes can also be positively impacted by creating and playing games as extensions to
spelling lessons. Next, individualization can be seen in any effective instructional method;
however, spelling specifically requires attention to students current levels of need. Students

should be grouped according to their level of achievement (Graham). Similar to the process of
identifying learning disorders, when grouping students for spelling instruction, the teacher
must determine the following: what is the students current level of spelling performance, what
are the students strengths and weaknesses, in what specific area of spelling are there
educational needs and lastly, determining ways in which progress can be monitored. Lastly,
Graham states the students programs must be planned and adapted to the individual. In
conclusion, an effective spelling program teaches to phonology, orthography, and morphology,
has the engagement of students, should be flexible and individualized, and is adapted to meet
current instructional needs.
Words Their Way- Program Information/ Key Characteristics of an Effective Spelling Program
Words Their Way by Bear et al. (2007) is a widely known spelling (and reading) program
which appears to include many of the above mentioned qualities considered to be crucial to
effective spelling instruction. The focus of this program is on physical manipulation of spelling
patterns in order to analyze word patterns and sounds. This program attends to the
phonological, orthographic, and morphological aspects of the spelling process, believed by
many experts (Beers & Beers, 1992; Varnhargen et al., 1997; as cited in Kemp, 2009) to be at
play during the spelling process. Furthermore, student attitudes were mentioned as playing a
key role in the efficacy of a spelling instruction programs. Graham (1983) suggested that
student attitudes towards a program could be influenced based on the relevancy of words to
their personal lives, as well as adding games to the process of spelling. A study conducted by
Eddy et al. (2011) revealed through student surveys that overall, students were satisfied with

the Words Their Way program. Teacher interviews revealed similar rates of satisfaction.
Teachers also perceived value in the hands-on approach to word sorts and activity repetition.
High levels of student engagement during spelling games were also reported. What research
has not yet uncovered is the relevancy of individual spelling words in Words Their Way to the
students personally. However, because spelling lists (word sorts) are developmental in design,
one could conclude that if children are in the emergent letter name stage (initial) of
development, they are likely to be around 6 years of age. Words do appear to be age and grade
appropriate as ape, bell, ball, and bike, are a few examples found in the emergent letter name
sorts. Lastly, Graham stated that an effective spelling program must be individualized, planned,
and adapted for students. In Words Their Way (Bear et al., 2007) students are given a pretest to
assess strengths and weaknesses and determine where instructional focus should lie. The
dictated feature word (spelling word) is broken down into the following developmental
categories: letter name, within word pattern, and prefixes and suffixes Bear accounted for both
individualized instruction and adaptation through an initial placement test of students in
particular spelling groups. Research conducted by Davis found that Words Their Way offers a
truly individualized approach to teaching spelling to students at their stage of developmental
spelling (2011, p.4).
Stages of Spelling Development in Words Their Way
After the initial pre-test, students are grouped into one of the following developmental
spelling stages: emergent letter name, letter name, word pattern, and syllables and affixes (Bear
et al., 2007). Currently there are five Words Their Way books offered which attend to various

developmental stages of the spelling program. Each contains a variety of word sorts used in
daily spelling instruction. Students in the emergent letter name stage begin which concepts
sorts such as fruit versus, not a fruit and will progress to word families, such as -an, -un,-in
(Eddy et al., 2011). In the letter name stage sorts consist of beginning consonant sounds
(b,r,m,s) and end with preconsonantal nasals -nt, -nd, -nk (Eddy et al., 2011). In the within word
pattern stage sorts would begin with short and long a words, and end with short and long i
homophones. In the syllables and affixes stage word sorts begin with compound words and end
with homophones. At this stage, students form new and meaningful connections to their new
words and words they already know (Davis, 2011).
Word Study Activities
Once students are in the appropriate instructional level, the following word study
activities are introduced: closed and open sorts, writing sorts, word hunts, word study
notebooks, and word study games (Bear et al., 2009). Students begin by reading their words,
cutting out their list of words, and setting aside words they do not know. Each of these word
practices are recoded in their word study notebooks. In a closed sort, the teacher will
determine word categories for each group. Based on spelling patterns, students will sort each
word. In an open sort, the students organize their words into categories that they develop
themselves. Students then reread their words to check their organization. In a writing sort,
categories are predetermined and words are called out. Students must determine what word
goes into what category. Word hunts occur for early finishers. After studying a specific word
pattern, students must return to previously read text and attempt to locate words that have

the pattern they are studying (for example, students may need to search for words that have a
long e sound in the middle, such as meet or sheet). To incorporate an element of fun, card and
board games have been adapted for word study.
Efficacy of the Words Their Way Spelling Program
Very few studies have been conducted to determine the efficacy of the Words Their
Way (Bear et al., 1996) spelling program. However, a study conducted by Davis (2011) which
compared the efficacy of 5 well known spelling programs found that The Words Their Way
program
was the only spelling program that outlined the developmental spelling approach theory and
followed this specific theory throughout their program. The research and theoretical basis were
represented in the activities and the lessons focus primarily on studying word patterns and
hands on word study practice for students at their developmental spelling stage (p. 4)

A Randomized Controlled Trial of efficacy was conducted (Eddy et al., 2011) using Words Their
Way as a reading (with spelling subtests) intervention program. Fifteen schools in six states
from both urban and rural areas were involved in the study. Students were recommended for
screening based on their Language Arts results from standard state tests; however, those
already on Tier III (individualization) of the Response to Intervention Approach were not
included, nor were students with learning disabilities. Students whose scores fell below the 30
th

percentile were randomly assigned in either the intervention (Words Their Way) or non-
intervention (regular school spelling instruction) group of the study. Findings revealed that
overall, students using Words Their Way performed similarly to students in the control group,
however, grade 4 students using Words Their Way, outperformed all other groups on the
Sounds and Print subtests of spelling by about 10 points (Eddy et al., 2011). However, when an

overall analysis of subgroups was revealed, the treatment group was found to have significant
growth from pretest to post test for the Metropolitan Achievement Tests of Spelling (mean of
561 on the pretest and 592 on the post test, significant beyond the 0.001 level). On Sounds and
Print the pretest mean was 556 and the post-test mean being 580 (again significant beyond the
0.001 level). By separating the results into the treatment and control group, the treatment
group outperformed the control group (17.2 points to 24 points) with a p value of .05 overall
(Eddy et al., 2011).
Conclusion
Research on effective spelling instruction has revealed the following: instruction must
teach to phonological, orthographic, and morphological processes, positively impact students
attitudes, and be individualized with adaptations. In Words Their Way students are taught to
spell using phonics, spelling patterns, and vocabulary study through the examination,
manipulation, and categorization of words (Davis, 2011). Students have been found to respond
positively to the program itself, as the individualization and adaptations allow for students to
work within their developmental level (Davis). While little research has been conducted on the
efficacy of the Words Their Way spelling program, it does appear to encompass key
characteristics which constitute an effective spelling program; however, findings cannot
confidently attest to the programs efficacy as research conducted has been minimal.
Implications for this paper are that more research is needed in terms of the efficacy of spelling
programs which appear to abide by current models of spelling acquisition (teaching to
phonological, orthographic, and morphological processes) as well as current key characteristics
(student attitudes, individualization, constant progress monitoring) of an effective spelling

program. Extensive research has been conducted on models of spelling, the acquisition of
spelling skills, as well as what makes a spelling program effective. The program design of Words
Their Way appears to reflect these findings. However, without multiple studies that examine
the efficacy of this program, classroom teachers will continue to employ instructional strategies
to spelling in which quality varies widely.


Works Cited

Alston, S. (2011, November). Holmdel Township School District. Retrieved from Holmdel Schools:
http://www.holmdelschools.org/humanities/pdf/wtw_info_brochure_nov11.pdf
Bear, D., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words Their Way With English
Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, New
Jersey: Pearson Education Inc. .
Critten, S., & Pine, K. (2009). Viewing spelling in a cognitive context. In C. Wood, & V. Connelly (Eds.),
Contemporary Perspectives on Reading and Spelling (pp. 92-108). New York: Routledge.
Davis, K. (2011). A comparitive analysis of five spelling programs in the 1st, 3rd, and 5th grade. 1-182.
Retrieved from http://sdsu-
dspace.calstate.edu/xmlui/bitstream/handle/10211.10/1062/Davis_Katherine.pdf?sequence=1
Eddy, R., Riutman, T., Hankel, N., Matelski, M., & Schmalstig, M. (2011). Pearson words their way: Word
study in action intervention efficacy study final report. Cobblestone Applied Research &
Evaluation, INC., 1-74. Retrieved from http://www.pearsoned.com/wp-content/uploads/WTW-
Final-Report-Revised.pdf
Ellery, V. (2009). Creating Strategic Readers. Newark: International Reading Association .
Graham, S. (1983). Effective spelling instruction. The Elementary School Journal, 83, 560-567. Retrieved
from http://www.jstor.org/stable/1001079
Kemp, N. (2009). The aquisition of spelling patterns: early, late or never? In C. Wood, & V. Connelly
(Eds.), Contemporary Perspectives on Reading and Spelling (pp. 76-92). New York: Routledge.
Murray, B., & Steinen, N. (2011). Word/map/ing: How understanding spellings improves spelling power.
Intervention in School and Clinic. doi:10.1177/1053451210395388
Sayeski, K. (2011). Effective spelling instruction for students with disabilities . Intervention in School and
Clinic, 47, 75-81. doi:10.1177/1053451211414191
Steffler, D. (2001). Implicit cognition and spelling development. Developmental Review, 21, 168-204.
doi:10.1006/drev.2000.0517
Wanzek, J., S, V., Wexler, J., Swanson, E., Edmonds, M., & Ae-Hwa, K. (2006). Students with a LD a
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1 Running head: CHARACTERISTICS OF AN EFFECTIVE SPELLING PROGRAM: WORDS THEIR WAY

Words their Way: Taking into account developmental levels in

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