While there are 25 students in the study there are 24 represented, the graph shows 26 students to represent the number they go by in class. Student 14 scored 0 on all assessments making no progress and resulting in exclusion from the graphed data. Student 15 transferred to a different school.
The data shows that Words Their Way Word instruction had a positive impact on the students' orthographic development
Controlled Group
controlled group 12% of the students progressed at least 1 spelling feature
Looking at controlled group data, 52%, over half of the students Words Their Way Primary Spelling Inventory scores decreased from the pre-test to the mid-test. Reasons for the decrease in scores include a lack of a clear plan, generalizing the wrong spelling patterns, and reasons related to the student including self-confidence and test anxiety. Student success does not happen by chance and without a clear plan and strategic instruction based on the needs will produce inconsistent and negative results. In the classroom our only phonics instruction is through the Journey’s curriculum where one spelling pattern is introduce and often mistakenly generalized as the only way to spell. For example, long o is taught o_e, so students commonly spelled coach like coche. The students showed a lack of self-confidence and exam anxiety during the mid-test. Without instruction and the unspoken expectation to do better than the first time, those reasons related to the learner affected their scores negatively.
Experimental Group
experimental group 72% of the students progressed at least 1 spelling feature
Looking at the experimental group data, 92%, almost all of the students Words Their Way Primary Spelling Inventory post-test scores increased from the pre-test and mid-test data. Reasons for the increase in scores are parallel opposites from the controlled group. With a clear plan, hands-on manipulation of spelling patterns, and reasons related to the student including self-confidence and test anxiety. Providing differentiated spelling instruction using Words Their Way, students were able to manipulate spelling features, generalize, and memorize correct spelling patterns and in turn increase their results. With individualized instruction and weekly spelling assessments the students were more confident and more comfortable with taking assessments they believed they could be successful with.