🔎 Spelling Part 1: The Science of Reading
In Focus is designed to meet you where you are. If you lead instruction or curriculum, you might start here in Part 1 where we dig into the research. If you’re teaching in a classroom or supporting learning at home, Part 2 and Part 3 offer ideas and tools you can use right away. If you want a quick overview, skip right to Part 4. Wherever you’re starting from, we hope you find something here that supports the work you’re already doing.
In Focus 🔎 Spelling and Reading Connections
How Are Spelling and Reading Connected?
Definition and Major Finding
“… Spelling is a visible record of language processing. It is language written down.” Moats, 2014)
"Children need systematic spelling instruction to learn how the writing system works and not just memorize how words are spelled." ( Treiman, R. 2018)
Let’s take a closer look at what the Science of Reading says about effective spelling instruction. Along the way we’ll share how CR Success Learning (CRSL) programs, training, and materials are designed to meet those needs.
What kinds of words should students learn to spell?
💬 The Science Says:
[Spelling programs] “should reflect words and patterns likely to be used by writers at developmentally appropriate grade levels." (Gentry, 2004)
🟨 Our Approach:
In the CRSL programs Wordsmith, Streamlined, and The Six!, words are selected for three core reasons:
Their frequency of use in reading and writing (including sight words)
Their connection to the phonetic concept being taught
Their potential to enrich vocabulary and writing skills
CRSL uses current research to organize the presentation of the words. The research indicates that students should progress from knowing highly reliable sound-spelling correspondence to knowing the more complex orthographic patterns and their exceptions.
What makes spelling instruction effective?
💬 The Science Says:
“... successful learning in spelling requires (a) a comprehensive understanding of students’ current knowledge base in spelling, (b) regular and systematic strategy instruction using metalanguage and (c) instruction to be embedded within the context of authentic reading and writing experiences.” (Daffern, 2016)
🟨 Our Approach:
CRSL develops the teacher’s understanding of the student’s knowledge base while providing systematic, explicit, and sequential instruction that uses metalanguage (a clear understanding of how the English language works).
Lessons in the CRSL programs provide both reading and writing activities; the main goals is always successful, independent reading and writing.
What should word study include?
💬 The Science Says:
[Spelling instruction should address] “the three layers of information that are represented in the spelling system of English.” (Templeton 2020)
“Effective word study addresses not only spelling but also its integration with word analysis and vocabulary instruction.” (Templeton 2020)
🟨 Our Approach:
CRSL programs are designed to weave together these three essential layers:
Phonological (sound)
Orthographic (letter patterns)
Morphological (prefixes, bases/roots, suffixes)
Lessons consistently tie word study to vocabulary development and meaning.
In Wordsmith, students engage in word sorting activities. This is an approach Templeton (2020) calls:
“a particularly effective approach in facilitating learners’ insights and understandings about how the spelling system represents sound, pattern, and meaning.”
How does spelling help with reading?
💬 The Science Says:
“Research has shown that learning to spell and learning to read rely on much of the same underlying knowledge — such as the relationships between letters and sounds — and, not surprisingly, that spelling instruction can be designed to help children better understand that key knowledge, resulting in better reading.” (Moats, 2005)
🟨 Our Approach:
The CRSL programs integrate reading and spelling every step of the way. We know that the ability to read a word with automaticity depends on the ability to map sounds and letters/letter combinations. Knowing the spelling of a word makes it accessible for fluent reading.
What should spelling assessment look for?
💬 The Science Says:
“Assessment should be on-going and should provide information that is relevant to instruction. Assessment should not test rote memorization but should test the application of spelling concepts. Assessment should address the nature of spelling difficulties (phonological, sound-symbol knowledge, spelling patterns, and knowledge of prefixes, suffixes, and roots.)”
🟨 Our Approach:
In CRSL’s Wordsmith program, pretests, mid-year, and post-test assessments are used to track growth over time. Results are analyzed by spelling patterns and types of errors. Quick Checks and weekly assessments serve as ongoing progress monitoring tools, evaluating student understanding at three levels: sound, word, and sentences.
Error correction and feedback focuses on what students are doing correctly, tracking their progress over time.
The most meaningful assessment? A student’s ability to apply spelling concepts in their own writing.
Final Thoughts: Recently, spelling instruction has been on the decline in schools for multiple reasons: First, the traditional methods of assigning random lists to memorize have proven ineffective. Second, the rise of technology and tools (such as spellcheck and A.I.) have added to the perception that teaching spelling may not be necessary.
Yet, research solidly affirms that spelling instruction is crucial for strong literacy development and should be taught in a systematic and explicit manner.
Students need to analyze patterns, understand the structure of English, and study high-frequency words.
The goal is simple and critical:
Build independent readers and writers
Next Up: How does Spelling Instruction play out in real classrooms? In Conversations with Cheryl, our resident expert and company president, Cheryl Rose Campbell, shares from her discussions with teachers, then offers insights and suggestions for bringing research-based spelling instruction to life.
This post is a part of our In Focus series, timely writings for educators, addressing concerns and solutions for today’s changing educational climate.
