Effective Methods of Teaching Spelling

Abstract

An action research was conducted to investigate the most effective ways of teaching spelling in a third grade class. The research compared two schools of thought, Phonics/Word Study vs. Whole Language, as it relates to teaching spelling. This project examines the broad scope of teaching spelling and looks at different methods of teaching spelling. For the purpose of an action research study, nine students from a third grade class were pulled out for individualized instruction in spelling. Each student was grouped into developmentally appropriate spelling instruction of Word Study. The teacher had implemented Word Study approach to teaching spelling over a span of three weeks and compared the results to the traditional weekly tests based on rote memorization. It has been found that after being involved in word sorting activities and group discussions of different patterns in words, students have demonstrated a consistent improvement in their spelling as opposed to traditional weekly tests where they have not shown consistent progress.