Abstract
Traditional spelling curriculums have been heavily reliant on repetitive tasks and rote memorization. For a long time, spelling instruction has focused on memorization of a set of words, on a weekly basis, in order for students to pass a spelling test. Students who can be successful with this method, are able to store information in their short term memory and retrieve that information soon after. However, memorizing how to spell a list of words each week doesn’t necessarily mean that the information will be stored in students’ long term memories. Some students struggle with short term memory retrieval and these students would benefit from spelling instruction that focuses on making deeper connections.
This project recognizes and addresses a need to teach word study in the K-3 classroom. “Word study” means more than word memorization. The research that led up to this project illustrates how word study is aligned with the stages of spelling development, past memorization and into mastery. As research suggests, there are many benefits to word study instruction beginning in the primary grades. This project explores the many benefits of word study and explains how this approach to spelling instruction promotes linguistic and cognitive development.