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Conniff, A.,
Crowe, D., Darch, C., Eaves, R. & Simmons, K. (2006, p. 1) states students with LD “are less
effective than students without disabilities in using strategies that allow for the systematic
application of spelling rules.” Although none of my students have definitive learning disabilities (often they won't test until 2nd grade), their
performance shows the lack of ability to use sophisticated spelling strategies (Conniff, A.,
Crowe, D., Darch, C., Eaves, R. & Simmons, K., 2006, p. 2). Conniff, A., Crowe, D., Darch, C.,
Eaves, R. & Simmons, K (2006, p. 14) also stated retention and transfer was poor for students
with LD because they, “need more extensive practice in order to apply rule-based strategies”.

Conniff, A., Crowe, D., Darch, C., Eaves, R., & Simmons, K. (2006, Winter). Teaching spelling
to students with learning disabilities: A comparison of rule-based strategies versus
traditional instruction. Journal of Direct Instruction, 6(1), 1-16.

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Words Their Way word lists can be easily sorted and are transformed into an audio visual tool through this site.

Retrieved from:
https://www.spellingcity.com/pearson-words-their-way.html

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“It is unethical to

fabricate data in order to substantiate a personal belief or value” (Mills, 2014)

Mills, G. (2007, 2011, 2014). ​

Action research: a guide for the teacher researcher. Upper Saddle

River, NJ: Pearson Education Inc.

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Coming soon: WTW Digital will allow teachers to access and add information via any device. Students will also have access to word study practice activities and will be able to receive feedback on their work.  It will include all the same activities as the regular WTW program.

- Whiteboard activities - we no longer have whiteboards so we will not be using this feature.

-Webinars available for those that want to learn more or possibly adopt the program.

Retrieved from:
http://www.pearsonschool.com/index.cfm?locator=PSZw84&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28139&PMDbSubjectAreaId=&PMDbProgramId=82341

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According to Berringer and Fayol, spelling is a type of code. There are three different codes: Phonological, orthographic, and morphological.
Knowledge of spelling and these codes, "may be expressed as rules, statistical patterns, or procedures and these different kinds of knowledge have various implications for instruction" (Beringer & Fayol, 2008, p. 1). The Words Their Way program teaches students about word patterns and noticing those word patterns.

Berninger, V., & Fayol, M. (2008). Why spelling is important and how to teach it effectively. Encyclopedia of Language and Literacy Development (pp. 1-13). London, ON: Canadian Language and Literacy Research Network. Retrieved from http://www.literacyencyclopedia.ca/pdfs/topic.php?topId=234

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This article focuses on the importance of phonological awareness and the effects it has on the writing of young students. The students in this article are in primary grades which will support my action research. Hopefully Words Their Way build these phonological skills which will then transfer into their daily writing.

Erdogan, O. (2011). Relationship between the phonological awareness skills and writing skills of the first year students at primary school. Educational Sciences: Theory and Practice, v11 ( 3), 1506-1510. Retrieved from http://www.eric.ed.gov/PDFS/EJ936331.pdf.

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-when a subject gives consent

to be a part of action research, confidentiality is taken seriously.

-Data is recorded accurately.

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- knowing the characteristics and backgrounds of my

students.

-I control the groups my students are in for word work.

- I want to incorporate activities that are not included in the words their way program. Ex: building word patterns with playdoh

- Some of my families have severe behavior problems - managing these behaviors might skew the data

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Program: Words Their Way

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This article shares great activities to use with word study. Pattern sorting is an activity that is used in Words Their Way.  Pattern sorting is great for helping students notice vowel patterns, contractions, and silent letters. This article also incorporates proofreading which is often overlooked. It helps students begin to notice and recognize when a pattern is being used correctly or incorrectly.

Retrieved from:
http://www.k12reader.com/word-study-makes-language-learning-fun/

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This article shares the most common word families.

Retrieved from:
http://www.literacyconnections.com/phonograms-php/

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This article explains what word families are and how they help children that are struggling with reading. In this article, there are great resources listed for teaching word families.

Retrieved from:

http://www.literacyconnections.com/wordfamilies-php/

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Why Phonological Awareness Is Important for Reading and Spelling

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Why Phonological Awareness Is Important for Reading and Spelling

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This article explains the importance of phonological awareness. In order to be able to read any alphabetic writing system, children must have phonological awareness. Students that struggle, tend to struggle in this area.

Retrieved from:
http://www.readingrockets.org/article/why-phonological-awareness-important-reading-and-spelling

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This source explains the Spelling Analysis.  This is an assessment of students’ knowledge of word features.  Based on these results, students were grouped according to ability.  Instruction began at the students’ ability level, which falls into one of these five spelling stages. Kathy Ganske describes the stages in her Developmental Spelling Analysis in the following concise manner (Ganske, 1993, p. 3-6).

Preliterate Stage: Writing attempts of children who are not yet reading.
Letter Name Stage: Based on children’s knowledge of the alphabet and beginning attempts to read, is characterized by attempt to match alphabetic letter names to salient phonemes, or speech sounds, within the words being spelled.
Within-Word Pattern: Greater experience with print and leads to an increased awareness of how words work, and in turn to more conventional spelling.
Syllable Juncture: Preserving the pattern principles across syllable boundaries.

Ganske, K. (1993) Developmental Spelling Analysis: A Qualitative Measure for Assessment and Instructional Planning.  Turnersville, NJ

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This article goes more in-depth at describing the word study approach. Word study does not involve memorizing a list of words for the weekly test."A word study program is a cohesive approach that addresses word recognition, vocabulary, and phonics as well as spelling" (Zutell, 1992).
The great thing about word study is that students are learning a pattern and focusing on that pattern. Once they have learned the pattern, the goal is ultimately that they will be able to apply the word pattern to their reading and writing. The other great thing discussed in this article is that word study is differentiated. Groups are focusing on different word patterns that are fitting to their needs or level. This article also shares what the cycle of word study might look like in a classroom. Overall, great resource!

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.
Retrieved from:
http://www.readingrockets.org/article/word-study-new-approach-teaching-spelling