This project investigated six 2nd-grade students' use of word study instruction to mediate spelling while writing in their journals. In particular, the researchers examined the students' use of the orthographic principles, sample words, and spelling strategies that had been taught during developmental word study lessons. Results of the project suggest that some students may need explicit instruction on how to apply what they have learned through word study instruction to the writing process. Findings also point to a number of issues that need to be addressed before the efficacy of word study as a comprehensive approach to spelling instruction can be fully determined.
References
1.
Abbott, M. (2001). Effects of traditional versus extended word-study spelling instruction on students' orthographic knowledge. Reading Online, 5(3). Retrieved October 21, 2002 from http://www.readingonline.org/articles.
2.
AikenA.BayerL. (2002). They love words. The Reading Teacher, 56, 68–74.
3.
AndersonE.O'FlahavanJ. F.GuthrieJ. T. (1996). The influence of embedded word-study instruction, social context, and motivation on children's independent reading and writing: A case study of 3 first graders (Reading Research Rep. No. 65). College Park, MD: National Reading Research Center. (ERIC Document Reproduction Service No. ED 400522).
4.
BakerL.BrownA. L. (1984). Metacognitive skills and reading. In PearsonP. D.BarrR.KamilM. L.MosenthalP. (Eds.), Handbook of reading research (Vol. 1, pp. 353–394). White Plains, NY: Longman.
5.
BakhtinM. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin (HolquistM.EmersonC.HolquistM., Trans.). Austin: University of Texas Press.
6.
BarnesW. (1989). Word sorting: The cultivation of rules for spelling in English. Reading Psychology, 10, 293–307.
7.
BearD. R.BaroneD. (1989). Using children's spellings to group for word study and directed reading in the primary classroom. Reading Psychology, 10, 275–292.
8.
BearD.InvernizziM.TempletonS.JohnstonF. (2000a). Video 2/E: Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice-Hall.
9.
BearD.InvernizziM.TempletonS.JohnstonF. (2000b). Words their way: Word study for phonics, vocabulary, and spelling instruction (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
10.
BearD.TempletonS. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Columbus, OH: Merrill.
11.
BearD.TempletonS. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52, 222–242.
12.
BloodgoodJ.PacificiL. (2004). Bringing word study to intermediate classrooms. The Reading Teacher, 58, 250–263.
13.
BogdanR. C.BiklenS. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
14.
BrandM. (2004). Word savvy: Integrated vocabulary, spelling, and word study, Grades 3–6. Portland, ME: Stenhouse.
15.
BrandtT.GielbelhausC. (2000, October). Word study and spelling achievement. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago.
16.
BrownG.EllisN., (Eds.). (1994). Handbook of spelling: Theory, process, and intervention. Chichester, UK: Wiley.
17.
BurnafordG. (2001). Teachers' work: Methods for researching teaching. In BurnafordG.FischerJ.HobsonD. (Eds.), Teachers doing research: The power of action through inquiry (2nd ed., pp. 49–82). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
18.
BussisA. M.ChittendenE. A.AmarelM.KlausnerE. (1985). Inquiry into meaning: An investigation of learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
19.
CambourneB. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49, 182–190.
20.
CarlisleJ. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
21.
CatelliL. A. (1995). Action research and collaborative inquiry in a school-university partnership. Action in Teacher Education, 16(4), 25–38.
22.
ClayM. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
23.
ClayM. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
24.
CummingsD. W. (1988). American English spelling: An informal description. Baltimore: Johns Hopkins University Press.
25.
CunninghamP.HallD. (1996). Making words: Multilevel, hands on, developmentally appropriate spelling and phonics activities. Parsippany, NJ: Good Apple.
26.
CushmanK. (1996). Looking collaboratively at student work: An essential toolkit. Horace, Journal of the Coalition of Essential Schools, 13(2), 1–12.
27.
DahlK.BartoA.BonfilsA.CaraselloM.ChristopherJ.DavisR.. (2004). Connecting developmental word study with classroom writing: Children's descriptions of spelling strategies. The Reading Teacher, 57, 310–319.
28.
DelpitL. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
29.
DenzinN. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York: McGraw-Hill.
30.
DysonA. H. (1983). The role of oral language in early writing processes. Research in the Teaching of English, 17, 1–30.
31.
DysonA. H. (1989). Multiple worlds of child writers: Friends learning to write. New York: Teachers College Press.
32.
DysonA. H. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
33.
DysonA. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
34.
DysonA. H. (1999). Transforming transfer: Unruly children, contrary texts, and the persistence of the pedagogical order. In Iran-NejadA.PearsonP. D. (Eds.), Review of research in education (Vol. 24, pp. 141–171). Washington, DC: American Educational Research Association.
35.
DysonA. H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
36.
EhriL. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18, 116–125.
37.
ElliotJ.RietschelK. (1999). The effects of word study on students' application of spelling and phonics in their independent writing. (Rep. No. CS 216648). (ERIC Document Reproduction Service No. ED 429301) Goshen, IN: Chandler Elementary School.
38.
FarrR. C.StricklandD. S. (1999). Signatures. Orlando, FL: Harcourt Brace.
39.
FischerJ. (2001). Action research rationale and planning: Developing a framework for teacher inquiry. In BurnafordG.FischerJ.HobsonD. (Eds.), Teachers doing research: The power of action through inquiry (2nd ed., pp. 29–48). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
40.
FountasI. C.PinnellG. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
41.
FreschM. J. (2000). What we learned from Josh: Sorting out word sorting. Language Arts, 77, 232–240.
42.
FreschM. J.WheatonA. (1997). Sort, search, and discover: Spelling in the child-centered classroom. The Reading Teacher, 51, 20–31.
43.
FreschM. J.WheatonA.ZutellJ. (1998). Thinking aloud during spelling word sorts. In ShanahanT.Rodriguez-BrownF. (Eds.), National Reading Conference yearbook (Vol. 47, pp. 285–294). Chicago: National Reading Conference.
44.
FryE.KressJ.FountoukidisD. (2000). The reading teacher's book of lists (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
GanskeK. (1999). The developmental spelling analysis: A measure of orthographic knowledge. Educational Assessment, 6, 41–70.
47.
GanskeK. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: Guilford.
48.
GeeJ. P. (2001). A sociocultural perspective on early literacy development. In NeumanS. B.DickinsonD. K. (Eds.), Handbook of early literacy research (pp. 30–42). New York: Guilford.
49.
GentryJ. R. (1982). An analysis of developmental spelling in GNYS AT WRK. The Reading Teacher, 36, 192–200.
50.
GentryJ. R. (2000). A retrospective on invented spelling and a look forward. The Reading Teacher, 54, 318–332.
51.
GentryJ. R.HendersonE. (1981). Three steps to teaching beginning readers to spell. In HendersonE.BeersJ. (Eds.), Developmental and cognitive aspects of learning to spell (pp. 112–119). Newark, DE: International Reading Association.
52.
GlesneC.PeshkinA. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
53.
GoswamiU. C.BryantP. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
54.
GrahamS. (2000). Should the natural learning approach replace spelling instruction?Journal of Educational Psychology, 92, 235–247.
55.
HallidayM. A. K. (1973). Explorations in the functions of language. London: Edward Arnold.
56.
HeathS. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, MA: Cambridge University Press.
57.
HendersonE. H. (1990). Teaching spelling (2nd ed.). Boston: Houghton Mifflin.
58.
HendersonE. H.TempletonS. (1986). A developmental perspective of formal spelling instruction through alphabet, pattern, and meaning. The Elementary School Journal, 86, 305–316.
59.
InvernizziM.AbouzeidM.BloodgoodJ. (1997). Integrated word study: Spelling, grammar, and meaning in the language arts classroom. Language Arts, 74, 185–192.
60.
InvernizziM.HayesL. (2004). Developmental-spelling research: A systematic imperative. Reading Research Quarterly, 39, 216–228.
61.
JohnstonF. (1999). The timing and teaching of word families. The Reading Teacher, 53, 64–75.
62.
JosephL. M. (2000). Developing first graders' phonemic awareness, word identification and spelling: A comparison of two contemporary phonic instructional approaches. Reading Research and Instruction, 39, 160–169.
63.
JosephL. M. (2002). Facilitating word recognition and spelling using word boxes and word sort phonic procedures. School Psychology Review, 31, 122–129.
64.
JosephL. M. (2003). Comparison of a word study phonics technique between students with moderate to mild mental retardation and struggling readers without disabilities. Education and Training in Developmental Disabilities, 38, 192–199.
65.
LabboL. D. (1996). A semiotic analysis of young children's symbol making in a classroom computer center. Reading Research Quarterly, 31, 356–385.
66.
LovettM. W. (1999). Defining and remediating the core deficits of developmental dyslexia: Lessons from remedial outcome research with reading disabled children. In KleinR. M.McMullenP. (Eds.), Converging methods for understanding reading dyslexia (pp. 111–132). Cambridge, MA: MIT Press.
67.
McCarrierA.PinnellG. S.FountasI. C. (2000). Interactive writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann.
68.
McMillanJ. (2000). Educational research: Fundamentals for the consumer. New York: Longman.
69.
MilesM.HubermanA. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.
70.
OjaS. N.PineG. J. (1987). Collaborative action research: Teachers' stages of development in school contexts. Peabody Journal of Education, 64, 96–115.
71.
PalincsarA. M.BrownA. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117–175.
72.
PattonM. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks, CA: Sage.
73.
PattonM. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage.
74.
PinnellG. S.FountasI. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.
75.
PinnellG. S.McCarrierA. (1994). Interactive writing: A transition tool for assisting children in learning to read and write. In HeibertE.TaylorB. (Eds.), Getting reading right from the start: Effective early literacy interventions (pp. 149–170). Needham Heights, MA: Allyn & Bacon.
76.
RasinskiT.OswaldR. (2005). Making and writing words: Constructivist word learning in a second grade classroom. Reading and Writing Quarterly, 21, 151–163.
77.
ReadC. (1971). Pre-school children's knowledge of English phonology. Harvard Educational Review, 41, 1–34.
78.
RichardsJ.GipeJ. (1993). Spelling lessons for gifted language arts students. Teaching Exceptional Children, 25, 12–15.
79.
RogoffB. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
80.
RogoffB.Baker-SennettJ.LacasaP.GoldsmithD. (1995). Development through participation in sociocultural activity. In GoodnowJ.MillerP.KesselF. (Eds.), Cultural practices as contexts for development (pp. 45–65). San Francisco: Jossey-Bass.
81.
RogoffB.RadziszewskaB.MasielloT. (1995). Analysis of developmental processes in sociocultural activity. In MartinL.NelsonK.TobachE. (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 125–149). New York: Cambridge University Press.
82.
RothW. M. (2005). Doing qualitative research: Praxis of method. Rotterdam, Netherlands: Sense.
83.
RoutmanR. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
84.
RoweD. (1994). Preschoolers as authors: Literacy learning in the social world of the preschool. Cresskill, NJ: Hampton.
85.
SabeyB. (1999). Metacognitive responses of an intermediate speller while performing three literacy tasks. Journal of Literacy Research, 31, 415–455.
86.
SchlagalR. C. (1992). Patterns of orthographic development into the intermediate grades. In TempletonS.BearD. (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial Festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
87.
SchulmanM. B.PayneC. D. (2000). Guided reading: Making it work. New York: Scholastic.
88.
ShankG. D. (2002). Qualitative research: A personal skills approach. Columbus, OH: Merrill Prentice-Hall.
89.
SnowballD.BoltonF. (1999). Spelling K–8: Planning and teaching. York, ME: Stenhouse.
90.
StraussA.CorbinJ. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
91.
TempletonS. (1991). Teaching and learning the English spelling system: Reconceptualizing method and purpose. Elementary School Journal, 92, 183–199.
92.
TempletonS.BearD. R., (Eds.). (1992). Development of orthographic knowledge and the foundations of literacy: A memorial Festschrift for Edmund H. Henderson. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
93.
TreimanR.CassarM. (1997). Spelling acquisition in English. In PerfettiC.RiebenL.FayolM. (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 61–80). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
94.
VenezkyR. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York: Guilford.
95.
VygotskyL. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
96.
WertschJ. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
97.
WertschJ. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
98.
WertschJ. V. (1998). Mind as action. New York: Oxford University Press.
99.
WhiteT. (2005). Effects of systematic and strategic analogy-based phonics on Grade 2 students' word reading and reading comprehension. Reading Research Quarterly, 40, 234–255.
100.
WilliamsC. (1999). Preschool deaf children's use of signed language during writing events. Journal of Literacy Research, 31, 183–212.
101.
WilliamsC.HufnagelK. (2005). The impact of word study instruction on kindergarten children's journal writing. Research in the Teaching of English, 39, 233–270.
102.
WolcottH. (1975). Criteria for an ethnographic approach to research in schools. Human Organization, 34, 111–127.
103.
WolfM.KennedyR. (2003). How the origins of written language instruct us to teach: A response to Steven Strauss. Educational Researcher, 32(20), 26–30.
104.
ZutellJ. (1998). Word sorting: A developmental spelling approach to word study for delayed readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14, 219–238.
105.
ZutellJ.RasinskiT. (1989). Reading and spelling connections in third- and fifth-grade students. Reading Psychology, 10, 137–155.
