Strategy Instruction During Word Study and Interactive Writing Activities

Abstract

In this project, a teacher researcher and a university researcher used qualitative data collection and analysis procedures to collaboratively investigate the efficacy of interactive writing as a context for guided practice in the use of specific spelling strategies that had been taught during daily word study lessons. The researchers also examined first‐grade, Title I children's use of those strategies during independent writing events. Findings of the project indicated that the teacher researcher taught a number of fundamental spelling strategies during word study instruction, which were categorized as Tools of the Trade and Tools of the Mind. Results also demonstrated the ways in which interactive writing provided meaningful opportunities for the teacher to scaffold the children's use of the strategies that were taught. Finally, the project suggested that students appropriated a number of those strategies and used them independently during writing activities in the regular classroom. The project supports the use of both word study and interactive writing instruction in the early literacy program.

Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

“…For example, she might say, ''Today when you are writing in your journals, say the words out loud and write a letter for each sound you hear, just like we did in our story.'' Making links between interactive writing and independent writing helps students to appropriate the concepts and strategies that were taught (McCarrier et al 2000;Williams and Lundstrom 2007).…”

Using word study instruction with developmental college students

“…The growth that took place during this intervention period was significant and suggested that college students enrolled in developmental reading courses may excel rapidly when provided with consistently appropriate explicit word study instruction based on their developmental level of orthographic knowledge. This conclusion aligns with findings documenting the effectiveness of the word study approach in multiple grade‐level school and nonschool settings (Abbott, ; Beckham‐Hungler & Williams, ; Bloodgood & Pacifici, ; Fresch, 2000/2001; Greenberg et al ., ; Massengill, ; Shaw & Berg, ; Shaw & Berg, ; Williams & Hufnagel, ; Williams & Lundstrom, ; Williams & Phillips‐Birdsong, ; Williams et al ., ). Additionally, this approach benefits the orthographic knowledge of students regardless of their age (Henderson, ; Henderson & Beers, ; Templeton & Bear, ).…”

“…The effectiveness of the word study approach has been documented with a wide array of learners in numerous contexts. Although researchers have examined the effectiveness of word study instruction (Beckham‐Hungler & Williams, ; Williams & Hufnagel, ; Williams & Lundstrom, ; Williams & Phillips‐Birdsong, ; Williams, Phillips‐Birdsong, Hufnagel, Hungler & Lundstrom, ), the benefits of word study learning are not limited to young students and adolescents. Shaw's (see Massengill, ) research focused on use of the word study approach with struggling adult readers, building on the notion that a developmental approach to spelling instruction is beneficial for all learners, regardless of their age.…”

Word Study Instruction in the K–2 Classroom

“…In the most recent project (Williams & Lundstrom, 2007), we explicitly linked word study to the writing…”