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9/23/2014 Word Study: A New Approach to Teaching Spelling | Reading Rockets

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Word Study: A New Approach to Teaching SpellingBy: Diane Henry Leipzig

"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.

RelatedWord Study Instruction in the K-2 Classroom

(http://www.readingrockets.org/article/40267/)

Spelling Patterns (from the Launching Young Readers series)

(http://www.readingrockets.org/shows/launching/writing/)

Why Phonological Awareness Is Important for Reading and

Spelling(http://www.readingrockets.org/article/28655/)

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

http://www.readingrockets.org/

http://www.readingrockets.org/article/40267/

http://www.readingrockets.org/shows/launching/writing/

http://www.readingrockets.org/article/28655/



"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

References

Click the "References" link above to hide these references.

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.

ReprintsYou are welcome to print copies for non-commercial use, or a limited number for

educational purposes, as long as credit is given to Reading Rockets and the author(s).

For commercial use, please contact the author or publisher listed.

Tags: Curriculum and Instruction(http://www.readingrockets.org/reading-

topics/curriculum-and-instruction) | Spelling and Word

Study(http://www.readingrockets.org/reading-topics/spelling-and-word-study)

Comments

is it easy or hard to impement in a fourth grade classroom?

Submitted by Anonymous (not verified) on July 12, 2010 -

12:47pm(http://www.readingrockets.org/comment/144#comment-144)

reply(http://www.readingrockets.org/comment/reply/121514/144)

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.

Submitted by Anonymous (not verified) on August 3, 2010 -

6:13am(http://www.readingrockets.org/comment/145#comment-145)


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How does grouping the children work? My concern would be placing a group of

underachievers in a group, then they remain underachievers.




A response to AnonymousInstead 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?

Submitted by Anonymous (not verified) on September 8, 2010 -



I could not verify this article's reference. your citation is incorrect.




I 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!
















I too was searching for answer to this question.




I am also looking for words for special education. HELP




I too am trying to find some research. Doesn't seem to be any!




In 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.




To 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.

Submitted by Anonymous (not verified) on October 2, 2010 -















How 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 [email protected]




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.




How 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.




Te4achers, 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?




mailto:[email protected]











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.

Submitted by Anonymous (not verified) on November 1, 2010 -



My 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.




how my kids learn to read like this .

Submitted by Anonymous (not verified) on February 7, 2011 -



I 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.














my child loves reading

Submitted by Anonymous (not verified) on March 7, 2011 -



It 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.




I 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.




Isn't this just glorified phonics? Why not do this with the dolch sight words in early

elementary grades?

Submitted by Anonymous (not verified) on April 5, 2012 -












file:///C:/Documents%20and%20Settings/PRE-LOADED/Desktop/SS_KKBI_2014/Word%20Study%20%20A%20New%20Approach%20to%20Teaching%20S… 10/14

Dolch sight words have no pattern to sort or recognize. They are sight words the

student must memorize because while they are the most frequently seen words in

print, there may be no rhyme or reason to their spelling. They most definitely don't

work with this model.

Submitted by Anonymous (not verified) on May 31, 2012 -



You should supplement your program with digital word sorts - now they are available

FREE. Hundreds already created online, or customise your students' learning by using

their weekl spelling list. Individual student logons available and student monitoring built

in. See http://www.wordsortwizard.com(http://www.wordsortwizard.com/)

Submitted by Anonymous (not verified) on June 14, 2012 -



If I teach word study through Words Their Way, instead of the regular spelling lists,

should I still teach a phonics lesson (Saxon Phonics is what my school uses)? AND

should I even do Words Their Way if the rest of my school does traditional spelling

lists?






http://www.wordsortwizard.com/







I have been doing spelling groups with DSA for about 6 years and love it! I didn't think

it would be possible to do spelling groups, but it can be done. Basically, the students

may all have different words, but they are doing the same activities. Here is an

example of our weekly schedule: Monday-introduce words and sort Tuesday- use each

word in a sentence (I think it is important for students to know how to use the word

in context) Wednesday- word hunt Thursday- Say, Write, Check (which is a brain

research activity that activates 3 different parts of the brain- we modified this activity

so students can work in partners regardless if they have the same words or not. Then

on Friday- we do the assessment. Also, whatever the activity is that we did in class,

the students have the same activities to do at home on the corresponding days.I love

it because it reaches ALL students and I have 4 students this year in the adult range of

spelling. How would it be fair to them to give them words with short vowels only? And

for my low developmental students, how is it fair to give them words too hard? I can

see that I would like to give more words and only assess some of them. To answer

someone above who couldn't understand why their child wasn't given harder words

there may be two reasons. 1. Teacher isn't seeing the child make connections with the

words in reading or writing. Example, the child makes 100% on spelling tests, but

when writing a story using the same word, they don't make a connection that word

was a previous spelling word. or 2. the words the parents think are "easy" actually

have non-phonetic patterns which are more difficult. So many times children come with

only one strategy and that is "sound it out" which only gets you so far in the English

language. Some words are just weird looking! For example....sound out the word

"are". We ARE going to the store. The only sound you hear is R. I hope this helps!








Reply to Bailey's Question;Words their Way is a good spelling program. I use it.

However, it's incomplete as a reading program. It can teach kids both word attack

skills, which is the ability to use spelling patterns to figure out an unknown word, and

also spelling. But, it is missing comprehension, vocabulary, and fluency. These are the

other parts of a reading curriculum. I can't speak to Saxon phonics because I haven't

used it. However, you may be able to find a review of it at Florida Center for Reading

research. Even if you can't find a review, check out their resources for teachers in the

teacher resource section. They have fantastic activities and ideas for all 5 components

of reading instruction, and they are already done for you! I have personally used SPIRE

reading+ and although I found the stories that go with it to be a little dry, it was a

good, complete program and it worked. I fixed the "dry" stories" problem by making

up my own stories on the computer using Power Point. Alternatively, you could have

your kids make up their own stories on Power Point using the target skill- say ee

words. Then, they could read each other's stories. research seems to suggest that

phonics and phonetic awareness lessons stick better when the skill is reinforced with

readings that focus on that skill.So, in other words, unless you add a lot of your own

stuff to it, it's not a complete reading program. Next time you need a continuing

education credit, take a Principles of reading Instruction class from PBS teacher line. I

learned more in the two classes I took by PBS then I did in all of my teaching courses

when I was in college.




Word Sort Wizard is now available as an app for your iPod, iPhone or iPad. 320 ready-

made word sorts to use, or use spelling lists created by you on the Word Sort Wizard

website (from within the app). APP: http://itunes.apple.com/app/id556464190?

mt=8WEBSITE:(http://itunes.apple.com/app/id556464190?mt=8WEBSITE:)

http://www.wordsortwizard.com(http://www.wordsortwizard.com/)




hi i love your suggestions






http://itunes.apple.com/app/id556464190?mt=8WEBSITE:

http://www.wordsortwizard.com/







interesting ideas




i think this is really helping kids

Submitted by Anonymous (not verified) on January 8, 2013 -



Has anybody used this technique with adults? I would be interested in your feedback as

am looking for new methods for my mixed-level adult learners.




I have used it with an English Language Learner that lived with us. We started with

letter name and concentrated on the American pronunciation of letters. The advantage

is that it is systematic and you can cherry-pick the features that you need. It quickly

improved his pronunciation and writing.




I love word study over spelling lists. I do however prefer to use a direct instruction

approach to my below grade level students. Spelling Mastery helps fill in the gaps. My

below grade level students get the spelling mastery in addition to the word study

approach.
















Word study should be used in a small group setting in conjunction with the traditional

spelling test. I have been teaching word study for 5 years now without traditional

spelling instruction and year after year, my students still can't spell! It's frustrating to

watch.




My son has used this method since kindergarten and cannot spell simple words even

though he has always passed spelling tests and received good grades in this area. He

clearly understands the word groups and patterns but can't impliment the technique in

his writing. Now I have a soon to be 5th grader who can't spell daddy, or bubble

correctly. I was directed to this site while looking for another approach for teaching

him spelling since this method has not worked for him.

Submitted by Aparent (not verified) on June 27, 2014 -



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