How to Evaluate Spelling Programs
June 6th, 2010 | Mark Pennington, MA Reading Specialist
Properly evaluating spelling programs can save future headaches and money. Adopting spelling programs that teachers will not use simply makes no sense. With increasing attention on following Response to Intervention (RTI) guidelines, it makes sense to follow the criteria that orthographic research has established for quality spelling programs. Much of the following summarizes research study conclusions from the What Works Clearinghouse.
- A BAD SPELLING PROGRAM use “themed” spelling word lists, grouping words by such themes as animals, months, or colors. A GOOD SPELLING PROGRAM uses developmental spelling patterns for its word lists, providing sequential, research-based orthographic instruction.
- A BAD SPELLING PROGRAM use practice worksheets that focus on rote memorization, such as word searches, fill-in-the-blanks, or crossword puzzles. A GOOD SPELLING PROGRAM provides spelling sorts/word parts worksheets to help students practice recognition and application of the spelling patterns.
- A BAD SPELLING PROGRAM de-emphasize structural analysis. A GOOD SPELLING PROGRAM emphasizes word study: syllables, accents, morphemes, inflections, spelling rules, pronunciation, and derivational influences.
- A BAD SPELLING PROGRAM do not integrate vocabulary instruction. A GOOD SPELLING PROGRAM integrates homonyms, common Greek and Latin prefixes, roots, and suffixes, and other linguistic influences.
- A BAD SPELLING PROGRAM minimize the reading-spelling connection. A GOOD SPELLING PROGRAM reinforces the decoding-encoding connection with an instructional scope and sequence aligned with systematic phonics instruction. The A GOOD SPELLING PROGRAM program includes five years of seamless spelling instruction (Levels A, B, C, D, E)—perfect for grade-level classes, combination classes, and flexible homeschool instruction.
- A BAD SPELLING PROGRAM ignore spelling irregularities. A GOOD SPELLING PROGRAM includes “rule-breakers” throughout the program, providing problem-solving strategies that build student (and teacher) confidence in the English orthographic spelling system.
- A BAD SPELLING PROGRAM use spelling tests solely as summative assessments. A GOOD SPELLING PROGRAM uses spelling tests as diagnostic and formative instruments to help teachers differentiate instruction. Recording matrices enable teachers to keep track of mastered and un-mastered spelling patterns for each student—simple record-keeping and minimal paperwork.
- A BAD SPELLING PROGRAM provide one-size fits all instruction. A GOOD SPELLING PROGRAM provides the resources for true differentiated instruction from remedial to grade-level to accelerated spellers.
- A BAD SPELLING PROGRAM use visual-only spelling strategies. A GOOD SPELLING PROGRAM uses multi-sensory instructional practice, including songs, raps, games and phonological awareness activities—perfect for students with auditory processing deficits and a “must” for effective Response to Intervention (RTI) instruction.
- A BAD SPELLING PROGRAM have no writing-spelling connection. A GOOD SPELLING PROGRAM requires students to develop weekly Personal Spelling Lists that include commonly misspelled words from their own writing.
- A BAD SPELLING PROGRAM provide no review activities for unit spelling tests. A GOOD SPELLING PROGRAM provides ample review activities, including Word Jumbles for each sound-spelling pattern, web-based songs and raps, and entertaining games.
- A BAD SPELLING PROGRAM take either inordinate teacher preparation or require too much class time. A GOOD SPELLING PROGRAM is “teacher-friendly” and requires only minimal prep time. These flexible resources will not eat up instructional minutes.
- A BAD SPELLING PROGRAM are overly expensive and require consumable workbooks. A GOOD SPELLING PROGRAM requires only one worksheet each lesson, per student—truly economical.
For individual sound-spelling worksheets that correspond with the comprehensive TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice, spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary. Also check out Differentiated Spelling Instruction, the complementary fourth through eighth grade (Levels A-E) standards-based spelling series, designed to integrate instruction in spelling, structural analysis, and vocabulary. Each level has 32 weekly spelling pattern lessons and all the resources needed to differentiate spelling instruction: spelling pattern word lists with spelling sort worksheets, formative and summative assessments with recording matrices, review games, memory songs with MP3 links, supplementary word lists, and more.
