Spelling Instruction Comparison: Words Their Way vs. Best Practices for Students with Dyslexia

Spelling Instruction Comparison: Words Their Way vs. Best Practices for Students with Dyslexia

Introduction

Spelling instruction remains a contentious area in literacy education, particularly for students with dyslexia and other learning differences. This case study examines the Words Their Way program against research-backed best practices for spelling instruction, with special attention to approaches that benefit students with dyslexia. The ongoing debate about traditional spelling tests versus alternative assessment methods will also be addressed through the lens of evidence-based practices.

Words Their Way: Program Overview

Words Their Way is a word study program developed by Bear, Invernizzi, Templeton, and Johnston that focuses on developmental spelling patterns. The program's key characteristics include:

Core Components

• Developmental Sequence: Students progress through five stages (Emergent, Letter Name-Alphabetic, Within Word Pattern, Syllables and Affixes, and Derivational Relations)
• Word Sorting: Primary instructional activity where students categorize words based on spelling patterns
• Assessment-Driven: Uses spelling inventories to determine developmental stage and appropriate word study focus
• Word Hunts: Students search for pattern examples in texts
• Games and Activities: Reinforcement of patterns through various word play activities

Theoretical Basis

Words Their Way is built on developmental spelling research suggesting that spelling develops in predictable patterns as students progress in their understanding of orthography. The program emphasizes pattern recognition over memorization of individual words.

Evidence-Based Best Practices for Spelling Instruction

Multisensory Approaches

Orton-Gillingham Methodology

• Explicitly teaches spelling patterns through simultaneous engagement of visual, auditory, and kinesthetic pathways
• Incorporates systematic, sequential instruction of spelling patterns
• Emphasizes direct instruction in phoneme-grapheme relationships
• Includes cumulative review of previously taught patterns

Montessori Language Approaches

• Sandpaper letters and movable alphabets engage tactile senses
• Tracing letters while saying sounds creates motor memory
• Emphasizes writing as a path to reading and spelling proficiency
• Builds from phonetic to non-phonetic patterns systematically

Multi-Modal Engagement Strategies

Tactile Approaches

• Tracing letters in various mediums (sand, rice, shaving cream)
• Forming letters with clay or dough
• Using textured surfaces for finger tracing
• Building words with manipulative letters (magnetic, wooden, plastic)

Auditory Reinforcement

• Rhythmic chanting of spelling patterns
• Songs that incorporate targeted spelling rules
• Call-and-response spelling practice
• Syllable tapping and clapping

Visual Supports

• Color-coding for different spelling patterns
• Visual mnemonics connecting letter shapes to memorizable images
• Anchor charts for spelling rules
• Visual word sorts with pattern highlighting

Kinesthetic Activities

• Sky writing/air writing of words
• Whole-body movements to represent letters or patterns
• Acting out mnemonics for tricky words
• Jumping or stepping to syllable divisions

Memory Enhancement Techniques

Mnemonics

• Visual memory cues (e.g., "island has land in it")
• Acronyms for spelling rules (e.g., FLOSS rule - when a one-syllable word ends with f, l, or s, double the final consonant)
• Story-based memory techniques for irregular words
• Connection to meaningful contexts or personal associations

Retrieval Practice

• Spaced repetition of previously learned patterns
• Interleaving practice of different patterns
• Low-stakes quizzing with immediate feedback
• Self-testing strategies

Comparative Analysis: Words Their Way vs. Best Practices for Dyslexia

Areas of Alignment

1. Pattern-Based Approach

   • Words Their Way emphasizes patterns over memorization of random words
   • Best practices for dyslexia similarly focus on teaching patterns and rules

2. Developmental Progression

   • Both approaches acknowledge developmental stages in spelling acquisition
   • Instruction is matched to student readiness level

3. Word Sorting Activities

   • Words Their Way's core sorting activities engage visual processing
   • Can be adapted to incorporate more multisensory elements

Areas of Divergence

1. Multisensory Integration

   • Words Their Way's base program relies heavily on visual processing
   • Best practices for dyslexia intentionally integrate visual, auditory, kinesthetic, and tactile pathways simultaneously

2. Explicitness of Instruction

   • Words Their Way often employs inductive reasoning (students discover patterns)
   • Best practices for dyslexia favor explicit instruction of patterns and rules

3. Pace and Repetition

   • Words Their Way typically moves through patterns at a predetermined pace
   • Best practices for dyslexia emphasize mastery-based progression with substantial repetition

4. Connection to Reading and Writing

   • Words Their Way sometimes treats spelling as a separate skill
   • Best practices for dyslexia integrate spelling with reading and writing instruction

The Spelling Test Debate

Arguments Against Traditional Spelling Tests

1. Limited Transfer

   • Research indicates limited transfer from memorized spelling lists to authentic writing
   • Students may perform well on Friday tests but not apply patterns in their writing

2. Anxiety and Negative Associations

   • Students with dyslexia often experience significant anxiety around spelling tests
   • Can create negative associations with literacy activities

3. One-Size Assessment

   • Traditional tests don't account for developmental spelling stages
   • Same list for all students despite different needs

4. Time Efficiency

   • Weekly test-study-test cycle consumes instructional time
   • Limited return on time investment

Modified Approaches to Assessment

If spelling tests are required by curriculum mandates, the following modifications align with best practices:

1. Differentiated Word Lists

   • Provide personalized lists based on developmental spelling stage
   • Include a mix of pattern words and high-frequency words relevant to the student

2. Process-Oriented Assessment

   • Evaluate strategy use rather than just correct/incorrect answers
   • Conference with students about their spelling choices

3. Application-Based Assessment

   • Assess spelling within authentic writing tasks
   • Look for application of taught patterns in context

4. Self-Assessment Integration

   • Teach students to recognize when words "look right"
   • Develop proofreading skills as part of the assessment process

Best Practices for Spelling Instruction for Students with Dyslexia

Instructional Framework

1. Systematic and Cumulative

   • Teach spelling patterns in logical sequence
   • Continuously review previously taught patterns
   • Move from simple to complex patterns

2. Explicit Instruction

   • Directly teach each pattern/rule
   • Model application of strategies
   • Provide clear examples and non-examples

3. Multisensory Engagement

   • Incorporate multiple pathways simultaneously
   • Combine visual, auditory, kinesthetic, and tactile inputs
   • Create multisensory routines for practice

4. Distributed Practice

   • Short, frequent practice sessions
   • Revisit patterns across days, weeks, months
   • Interleave different patterns for deeper learning

Sample Multisensory Spelling Routine

A comprehensive approach might include:

1. Introduction Phase

   • Explicit teaching of the pattern/rule
   • Visual display with color-coding
   • Discussion of how the pattern works

2. Multisensory Practice

   • Finger-tracing while saying sounds
   • Building words with manipulatives
   • Writing in textured materials
   • Chanting or singing pattern words

3. Application Phase

   • Word sorts with pattern words
   • Reading decodable texts featuring the pattern
   • Writing sentences using pattern words
   • Creating personal connections to pattern words

4. Review and Assessment

   • Spaced retrieval practice
   • Application in authentic writing
   • Self-check strategies
   • Progress monitoring based on individual goals

Case Study: Adapting Words Their Way for Students with Dyslexia

Adaptation Strategies

1. Enhance Multisensory Elements

   • Add tactile components to word sorts (textured letters, raised letter cards)
   • Incorporate movement into pattern practice
   • Add chants or songs for pattern reinforcement

2. Increase Explicit Instruction

   • Directly teach patterns before discovery activities
   • Provide clear explanations of rules
   • Model strategy use explicitly

3. Adjust Pacing

   • Extend time with challenging patterns
   • Build in additional review sessions
   • Use mastery-based progression

4. Integrate with Structured Literacy

   • Connect spelling patterns to reading instruction
   • Reinforce patterns through decodable texts
   • Apply spelling in structured writing activities

Implementation Example

A teacher adapting Words Their Way for students with dyslexia might:

1. Begin with explicit teaching of the weekly pattern using visual anchors and verbal explanations
2. Guide students through a multisensory exploration:
   • Tracing pattern words in sand while saying sounds
   • Building words with colored letter tiles (color-coding pattern elements)
   • Creating a body movement to represent the pattern
3. Conduct the traditional word sort with added supports:
   • Textured word cards
   • Color-coding of target patterns
   • Verbal explanation of sorting decisions
4. Extend application through connected text:
   • Reading decodable text containing pattern words
   • Writing sentences with pattern words
   • Word hunts with highlighting in authentic texts
5. Assess through multiple means:
   • Traditional test (if required) with accommodations
   • Writing sample analysis
   • Self-correction exercises
   • Oral explanation of pattern application

Conclusion

While Words Their Way offers a research-based developmental approach to spelling instruction, students with dyslexia benefit from significant adaptations that incorporate multisensory techniques, explicit instruction, and modified pacing. The best practices identified from Orton-Gillingham, Montessori, and other structured literacy approaches can enhance Words Their Way's effectiveness for struggling spellers.

Regarding spelling tests, the research suggests moving toward more authentic, process-oriented assessment practices. However, if traditional tests are mandated, they should be differentiated, incorporate strategy instruction, and be just one component of a comprehensive assessment approach.

The most effective spelling instruction for students with dyslexia integrates multiple sensory pathways, provides systematic and explicit instruction in spelling patterns, offers ample distributed practice opportunities, and connects spelling to meaningful reading and writing experiences. By thoughtfully combining elements from various approaches, educators can create spelling instruction that builds competence and confidence for all learners, especially those with dyslexia.