The purpose of this article is to examine the developmental spelling levels of one class of 17 third-grade students. In analyzing over 600 student spelling samples, results indicate that these students spanned four spelling stages: (1) letter name, (2) within word pattern, (3) syllables and affixes, and (4) derivational relations (Bear, Invernizzi, Templeton, & Johnston, 2008; Henderson, 1981). The article provides convincing evidence of the diagnostic potential of spelling analysis as a means to comprehending students’ orthographic understandings. Implications for small-group word study instruction are provided.
Ness, M. K. (2010). Examining One Class of Third-Grade Spellers: The Diagnostic Potential of Students’ Spelling. Reading Horizons: A Journal of Literacy and Language Arts, 50 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol50/iss2/5