Word Study Instruction and Second-Grade Children's Independent Writing

Abstract

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.Word study is a relatively new approach to spelling instruction. Moving away from memorization and weekly spelling tests, students engage in the active exploration of the principles of English orthography. The approach involves a variety of activities that help learners discover the regularities, patterns, and derivations in English words. Students compare and contrast particular categories of word features and examine the similarities and differences between those categories. The goal is to understand how English words "work." Students do not just learn words; they learn word knowledge that can be applied more generally to their reading and writing (Bear & Templeton, 1998). They also learn specific strategies for spelling (and reading) unfamiliar words.

An investigation of four writing traits and two tasks across two languages

“…Many studies argued for the contribution of explicit spelling instruction and knowledge to the development of writing in children (e.g. Craft, 1982;Williams & Phillips-Birdsong, 2006). Therefore, spelling was selected as a construct both unique and relevant to writing for children.…”

Strategy Instruction During Word Study and Interactive Writing Activities

“…We found this to be the case when we examined primary-grade students' independent use of specific spelling strategies we had taught. The children easily used the strategies to spell unfamiliar words during teacher-directed games and activities, but they rarely did so when writing independently (Williams & Phillips-Birdsong, 2006). We realized that Strategy Instruction During Word Study and Interactive Writing Activities Cheri Williams, Ruth P. Lundstrom Word study and interactive writing instruction can support young children's spelling growth and their early writing development.…”

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.…”