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Analysis of Spelling Data- A Case Study

Lydia Ryoo
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August 2013


























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Table Contents
Meaning and the significance of conducting the diagnostic assessment 3
Significance of diagnostic assessment in spelling in classroom 5
Spelling data analysis of a class of year seven students 7
Analysis of the problem and the following spelling instruction for the students 9
References 13
Appendix A: Spelling Test samples- cross section of students 15
Appendix B: Feature Guides for a cross-section of students matched to the spelling test samples 16
Appendix C: Completed Class Composite 17
Appendix D: Spelling by Stage Classroom Organization Chart 18















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Meaning and the significance of conducting the diagnostic assessment
According to Paul Pimsleur, it is integral for teachers to know their students in advance (Pimsleur
and Struth, 1968) Teachers often think that by teaching the textbook or doing activities that has
worked in past throughout the semester will give them idea of where their students are at. However,
teachers often do not realise that while they will indeed, be able to identify the learning problems of
the students at some point, it may be too late to diagnose the problems by then.
Diagnostic assessment is one of the most key assessment tools used by teachers often at the
beginning of the semester. Most of the diagnostic tests are given to students individually by a highly
trained professional. (Woolfork, 1998, p. 488) It is termed as diagnostic as teachers can obtain
information on students abilities in certain areas and identify their individual learning difficulties
thus allowing the teachers to clarify the students needs (Valencia, 1991). Consequently, teachers
are able make decisions on where to focus instructional time and effort in order to overcome the
difficulties (Province of Manitoba, 2013). It is important in that it marks the beginning of the
assessment for learning that will proceed throughout the semester.

The underlying problems that result from the tests in the classroom can vary from individual to
groups. The assessment allows the teachers to also decide how the curriculum will be integrated
into the lessons to the class as a whole, groups or even to individual students .Although teachers are
unable to fix the problems for each student in the class, it is often the case that they can find the
core aspects of the subject that majority of the students have problems with (p.3 article). Other
methods include pairing weak students with higher achieving students, giving individualized
attention during class and in more severe cases, teachers can consider individual education. This
allows the teachers to focus on weakness which will lead to remediation in further instruction.

This specific type of assessment is widely used for literacy, language and numeracy as these two
core subjects are process-based rather than content based. (QIA, 2008) This means that as opposed
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to subjects such as history, if the students miss out specific stages of learning in literacy or numeracy,
it becomes harder to grasp the concepts as they step on to more complex stages. It is especially vital
to carry out diagnostic assessments for literacy as the skills involved are vital for any other learning.

There are concerns that diagnostic assessment have risks of students not taking it seriously thus it s
not reliable. However, Daniel Reed (2006) suggested that as these tests are free of anxieties with
grading, passing and failing and high-stakes testing, it lowers the stresses of the students. In fact, this
helps the students to be more honest and develop the ability to recognise their own limitations and
their progress. (Alderson, 2004)
















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Significance of diagnostic assessment in spelling in classroom
Spelling is a tool for communication, not an end in itself (Chendler, 2000, p.89). The importance of
spelling cannot be ignored as it is an integral component of literacy instruction and development. By
having effective spelling strategies, students are not only able to conduct good writings but also can
have fast, accurate recognition of the words when reading texts thus focus on meaning of the texts
rather than trying to figure out how to sound out the words. Research further emphasise the
significant relationship between spelling stage scores and measures of oral reading fluency and
standardised reading scores (Zuttell, 1998, p.5) especially from the middle to upper primary
students.

It cannot be denied that people often judge the literacy level of the person by their ability to spell
words correctly not only in classes but also in everyday written communities. Parker (1991) claims
that people often refer good spellers as a well-educated person and this affects the opportunities
and choices of a childs life beyond their school years. Students with poor spelling skills often lack
self confidence in written expressions hence they have limitation in range of words they use.
(Westwood, 2008, p.63). Furthermore, Gerber (1985) emphasised that poor spellers lack specific
word knowledge and also have difficulty acquiring that knowledge because they lack flexible,
strategic and efficient problem-solving repertoires.

Teachers are all aware that every student in the classroom has different level of spelling abilities. It
is thus important to identify the different needs of the students by having well-constructed spelling
assessments. Teachers are then, able to narrow down the students level of spelling knowledge
through the identification of the types of words and patterns that are most appropriate for spelling
study (Templeton, 2003b, p.48).
Diagnostic test is one of the effective strategies when trying to figure out the specific needs of the
students. While there are various ways to obtain the diagnostic information, it is usually more
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effective to have list of words where teachers can assess more specifically of the students
knowledge on particular spelling patterns, rules and conventions (see Appendix B). There are various
published diagnostic tests available for teachers already.

In order to use the diagnostic assessment to its full potential, it is important for teachers to study
the tests previously and consider its usefulness to their own spelling program in the class. The
following three questions are what teachers need to answer when applying the assessment to the
students (Westwood, 2005, p.61):
1. What knowledge, skills and strategies does the student already apply when spelling?
2. Do any gaps, weaknesses or misunderstandings exist in the students current repertoire of skills
and strategies?
3. What does this student, at this developmental level, need to be taught next in order to facilitate
further progress?












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Spelling data analysis of a class of year seven students
First developed under the leadership of Edmund Henderson at the University of Virginia, spelling
inventories are comprised of list of specifically chosen words which represent various spelling
features or patterns. Its purpose is to find out students knowledge of key spelling features that
relates to different spelling stages (Bear et al. 2008, p.28).
The stages of the spelling development are well described in the text, Words Their Way. This
developmental stage model of spelling acquisition is comprised of five parts which are the following;

A) Emergent Spelling
B) Letter Name-Alphabetic Spelling
C) Within Word Pattern Spelling
D) Syllable sand Affixes Spelling
E) Derivational Relations Spelling

Bear et al (2008) points out in the text that the names of these stages capture the key
understandings that distinguish them among the layers of English orthography and among the levels
of students general knowledge of the orthography (Bryant, Nunes & Vindman. 1997; Ehri, 1997;
2006; Templeton, 2002, 2003).
By observing these spelling stages, teachers can find out what sequence word study should be
conducted and arrange the suitable activities for the students.

The spelling inventory that was conducted for this specific class of year seven students was
Elementary Spelling Inventory (ESI). It is comprised of 25 words which start off with an easy word,
bed to much more difficult word opposition in the end. The chosen words in this spelling
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inventory represent a reliable scale of developmental word knowledge and allow the teachers to
detect all five stages mentioned above. . (Bear et el, 2008, p. 30)

Considering the characteristics of each stages of spelling development, this specific year seven class
can be grouped into five different phases of the development (See Appendix D); Only one student,
Daiyaan is in middle phase of Syllable and Affixes stage where according to Henderson (1990) is
referred as intermediate readers, not quite mature or advanced. Students usually move into this
stage during middle years (Bear et al, 2008, p.202) hence he is behind the upper year literacy level.
Three students were assessed as late phase of Syllable and Affixes stage where they have confusion
with unaccented final syllables such as spelling cellar as sellar.
One student, Ryan is assessed as working in early derivational relations and four students are in the
middle phase of the deviational relations. Finally, it is clear to see that majority of the students in the
class is in their late derivational relations stage in the spelling development (See Appendix D).












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Analysis of the problem and the following spelling instruction for the students
From the given data, it can be generalised that Daiyaan is having difficulties with open and closed
syllables and syllable patterns and vowel patterns of the syllable junctures. According to the First
steps, open syllable (CV) ends with long vowel sound such as ripe in the spelling inventory used for
this class. On the other hand close syllable (CVC) is comprised of short-vowel sound that is
supposedly closed by two consonants and a good example would be rip. In Daiyaans case, he
thought the word ripe as close syllable and wrote rippen which shows that he is uncertain of when
to double the consonant at the juncture of syllables.
Secondly, it can be assumed that he was confused of the middle syllables within the syllable
juncture as he spelt cellar [sel(r)] as ceiler [sel(r)]. The sound of two syllable vowels of -el and -
el was rather ambiguous to him.

Similar to Daiyaan, other three students in syllables and affixes stage has experienced the similar
spelling error. One student other than Daiyaan has spelt ripen as rippen. Another common difficulty
in this stage was the accent or stress part of the syllable junctures spelling cellar as cellar. Bear et al
(2008, p.212) points out that in order to overcome this, students need to think about the accents
hence with certain homographs. Although there are no specific rules for these similar parts of the
words, there are few helpful patterns students can use. For instance ar is for more common then
er and le is more frequently used than el in the words according to Bear et al (2008, p.212).
However, other than these patterns it's a matter of experiencing and memorizing these words as
students come across them.
Consequently, as both Daiyaan and other three students experience similar orthographic difficulties,
these four students could be grouped together as syllables and affixes middle-late group. This
specific group will be supported of their difficulties by the constructivist approach and statistical
learning approach.
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Constructivists believe that the individuals form their understanding of the world from experience,
action and reflection not from having pre-digested information and skills presented by a teacher and
a textbook (Zevenbergen, 1995). Applying this approach to the instruction, it will work best for the
students to not merely memorise the chosen words list every week but study and observe the words
themselves. This includes doing word study lesson plans as pointed out in Words their way that first;
teachers need to form small groups for explanation of the errors experienced by the four students.
Then, students need to sort out the list of given words and check their sorts. For instance of Daiyaan,
he will get different word sorts from the others with focus on double consonants and other two
students from late syllables and affixes stage may get ar and er word sorts. Finally, there will be
reflections to discuss about their understandings of the words sorts with each other. From then
onwards, depending on the level of understanding of the students understanding, the activities can
extend to more complex levels.
Statistical learning perspective theorists point out that ..in most literate societies, children often see
words on street sign, in books and so onmay reflect the knowledge that they have gained by
exposure to such material (Pollo et al. 2008, p.182). It emphasise how people might learn statistical
regularities. Applying this approach, word hunts described by Oakley (2012) may support the
students. It involves the students observing the word charts, books and posters in the classroom and
searching for same letter patterns that they learnt from their spelling lists. After consecutive times
of practising, students will be able to not only grasp the idea of common feature in the spelling of
different words with common sounds (Oakley, 2012, p.397) but also remember the words more
automatically.

The second group consist of one student, Ryan who had difficulty understanding the concept of
harder suffixes which is the main spelling error feature in early stages of derivational Relations. He
seems to not yet know the drop the final e rule when adding harder suffixes to the root word.
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Referring to the UNE (2012), there are three rules apply when to drop final e however the first one;
drop the e when the suffix starts with a vowel would be what Ryan needs to learn.
Similar to the syllables and affixes group, word sorting plan will be appropriate to Ryan. As an
individual small group, he will have demonstration of the rules that applies to the alteration of the
words when certain suffix is added. Afterwards, he can have word sets preferably from p.328-329 of
the text, Words their way where it displays derivational relation sorts recommended for upper
primary students. After sorting out the words and figuring out himself of the rules hence discussing
with the teacher will reinforce his understandings.

The third group will consist of four students operating as middle derivational relations of the
spelling development. The common difficult spelling features these students have face in this stage
is base/root words and predictable spelling changes in vowels and consonants. After consolidating
the idea of elements of word roots, they should to start looking at the related words in which both
the sound and the spelling alters (Bear et al, 2008, p.237). For instance, one of the frequent mistakes
the students in this stage made was spelling opposition to oppersition. This shows that they would
need to understand the root word of this word and the i-e alteration rule in order to spell it correctly.
To support this stage of students, Vocabulary Notebooks 8-1 is said to play an integral part of
students word learning (Gill & Bear, 1989). Students need to collect words, however preferably
words chosen from the teachers would be more beneficial as it will target certain weaknesses
students face. Then students will examine different parts of the words; prefixes, suffixes and the
root words by using dictionaries and think about the meanings. This will consolidate the students
knowledge on various Greek/Latin elements. Accordingly, constant sharing these words collected by
the group of students in this stage to the whole class will not only benefit this group of students but
also will help the lower and upper stage students according to statistical learning approach.
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As mentioned in other three stages, word study lesson plan involving words sorts would again
come in handy for the students to observe the rules of alteration of the words when adding prefix or
suffix. Teachers can refer to Appendix E of the text Words their way for reference of the words.
Further extended activities to help the students would include activities such as We Think (with
tion/sion), Words that grow from Base words and word roots and Latin and Greek Jeopardy which
are specifically chosen for derivational relations stage students.

Finally the last six students who scored majority of the spelling inventory correctly would be placed
in the late derivational relations stage. This group of students should be taught with the middle
derivational stage students; however other assessment materials should be prepared for these
students to find out their further orthographic knowledge which his not available in this given
spelling inventory.























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References:

Alderson, P. & Morrow, V (2004) Ethics, social research and consulting with children and young
people, Barkingside: Barnardo's

Bear, D., Invernizzi, M., Templeton, S., and Johnston, F., (2008), Words Their Way: Word
Study for Phonics, Vocabulary, and Spelling Instruction. Pearson - Prentice Hall, Ohio

Bryant, P, Nunes, T, & Bindman, M. (1997). Backward readers awareness of language: Strengths and
weaknesses. European Journal of Psychology of Education, 12(4), 357-372

Chandler, K. (2000). What I wish I'd known about teaching spelling. English Journal: High School
Edition, 89, 6, 97-95

Gerber, M, M (1986(. Generalization of spelling strategies by learning disabled students as a result of
contingent imitation-modelling and mastery criteria. Journal of Learning Disabilities, 19, 530-537
Gill, J, & Bear, D, (1988), No book, whole book and chapter DR-TAs: Three study techniques. Journal
of Reading, 31(5), 444-449
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Vic. : Oxford University Press
Henderson, E., (1990), Teaching Spelling. (Houghton Mifflin, Boston).
Pimsleur.P and Johann F. Struth (1969) Knowing your students in advance, Volume 53, Issue 2, pages
8587

Pollo, T. C., Kessler, B., & Treiman, R. (in press). Vowels, syllables, and letter names: Differences
between young childrens spelling in English and Portuguese. Journal of Experimental Child
Psychology
Province of Manitoba (2013) International and Heritage languages, Retrieved August 4, 2013, from
http://www.edu.gov.mb.ca

Reed, D, (2006), Diagnostic assessment in Language Teaching and Learning, Clear news, VOLUME 10
ISSUE 2

Templeton, S, (2003b) Spelling: best ideas=best practice, Voice from the Middle, 10, 4, 48-49
Quality Improvement Agency (2008) Initial and diagnostic assessment: a learner centred process,
Retrieved August 4, 2013 from http://www.sflip.org.uk

UNE (2012), Writing Correctly, Retrieved August 4, 2013, from http://www.une.edu.au

Valencia, S. W. (1991). Literacy assessment for the 1990s. Keynote address, Performance Based
Assessment, Santa Clara Office of Education, Santa Clara, CA.

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Westwood, P., (2008), What Teachers Need to Know about Reading and Writing Difficulties. (ACER
Press, Sydney).

Westwood, P, (2005) Spelling: Approaches to teaching and assessment, Australian Council for
Educational Research
Woolfolk.H, Mowrer-Popiel E (1998) Educational psychologyI, Boston : Allyn and Bacon

Zevenbergen, R, (1995). Constructivist approaches in mathematics education. Unicorn, 21, 3, 768
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