A Case Study of Spelling Development Among Sixth-Grade Students Not Receiving Explicit Spelling Instruction

Michelle Hendricks, Tennessee State University

Abstract

In recent times, there has been an increased emphasis on reading and writing standards in the United States. Specifically, with the implementation of Common Core Standards, there is a focus on more complex and rigorous texts and very complex responses to these texts. Students are required to cite evidence from the texts to support their responses. Additionally, spelling is no longer taught explicitly in the upper elementary and middle school grades. Instead, spelling is taught implicitly through exposure and response to rigorous texts. The purpose of this study was to describe how students’ writing and spelling develops over time without explicit spelling instruction. Data were gathered from Tennessee Comprehension Assessment Data, Developmental Spelling Analysis scores, writing rubric scores, writing samples, and student conferences. Through the qualitative case study approach, this study provided detailed descriptions of the students’ writing and spelling growth and also described spelling patterns across the group. Findings from this study are integral to understanding how sixth-grade student writing and spelling develop without explicit spelling instruction.^

Subject Area

Language arts|Middle school education

Recommended Citation

Michelle Hendricks, "A Case Study of Spelling Development Among Sixth-Grade Students Not Receiving Explicit Spelling Instruction" (2017). ETD Collection for Tennessee State University. Paper AAI10267469.
http://digitalscholarship.tnstate.edu/dissertations/AAI10267469

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