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This study implemented a differentiated word-study curriculum derived from Words Their Way to small groups formed by students’ spelling pre-test results. Evidence was collected via field notes, interviews, and pre- and post-assessments plus a survey. Constant comparative qualitative analysis and descriptive statistics were used to examine accuracy and perceptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/differentiated-spelling-using-small-group-instruction-article-2/580401/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/differentiated-spelling-using-small-group-instruction-article-2/580401.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were students grouped for the differentiated spelling instruction?","Question",{"text":112,"@type":113},"Students were placed into small groups based on their spelling pre-test scores.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research methods and data sources were used?",{"text":117,"@type":113},"Data came from field notes, student and teacher interviews, a pre-and post test, and a survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes emerged from the study’s qualitative analysis?",{"text":121,"@type":113},"Four major themes addressed benefits and challenges of the Words Their Way curriculum, its perceived impact on journal writing, and improvements in spelling accuracy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580401,1792037543,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Networks: An Online Journal for Teacher Research  \n\n| Volume 24  Issue 1 | Article 2 |\n| --- | --- |\n| February 2023\u003Cbr>Differentiated Spelling: Using Small Group Instruction\u003Cbr>Sara Broughton\u003Cbr>Abilene Christian University, [sab15d@acu.edu](sab15d@acu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/networks](https://newprairiepress.org/networks)\u003Cbr> Part of the Curriculum and Instruction Commons, and the Elementary Education and Teaching Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. |  |\n\nRecommended Citation  \nBroughton, Sara (2022) \"Differentiated Spelling: Using Small Group Instruction,\" Networks: An Online Journal for Teacher Research: Vol. 24: Iss. 1. [https://doi.org/10.4148/2470-6353.1356](https://doi.org/10.4148/2470-6353.1356)  \nThis Full Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Networks: An Online Journal for Teacher Research by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nDifferentiated Spelling: Using Small Group Instruction  \nSara Broughton ~ Abilene Christian University  \nAbstract  \nSpelling instruction is often overlooked by many teachers during reading and language  \narts. The purpose of this study was to implement a manageable differentiated word study  \ninstruction curriculum, drawn from the Words Their Way (WTW) curriculum, to  \ndetermine how it affected students’ spelling accuracy and how the participants perceived  \nits effect on students’ daily journal writing time in a fourth-grade self-contained  \nclassroom. Students were placed into small groups based on their spelling pre-test scores.  \nData was collected through field notes, student and teacher interviews, a pre-and post  \ntest, and a survey. Qualitative data was analyzed using the constant comparative method,  \nand quantitative data was analyzed using descriptive statistics. Four major themes  \nemerged including benefits and challenges ofthe WTW curriculum, WTW curriculum’s  \nperceived impact on students’journal writing, and WTW curriculum helping improve  \nstudents’ spelling accuracy. The researcher also found that most of the participants  \nshowed growth on the post-assessment.  \nKeywords: Differentiation, Differentiated Spelling Instruction, Words Their Way, Small Groups,  \nElementary Spelling, Spelling Instruction  \nIntroduction  \nWhile walking around the classroom, I was enjoying the sound of a quiet classroom during our daily journal writing time that was abruptly interrupted by a persistent line of questioning from students.“How do you spell the word us? How do you spell the word cute?”By the time I had finished trying to answer everyone’s questions, our daily journal writing time had ended. I then began telling students to be “brave” spellers and to try to spell words as best as they could. This led to students either sulking at their desks or causing a scene due to their frustration and lack of confidence. How frustrating is it for students to imagine so many creative ideas, but are unable to communicate these thoughts and ideas in writing?  \nPurpose  \nPublished by NewPrairie Press, 2022 1  \nSpelling strongly correlates with students’ reading and writing skills, and there are numerous conflicting ideas on how to best teach spelling. The traditional spelling instruction method, consisting of a one-word list for the entire class and testing the students on the list at the end of the week, has its limitations (Dew, 2012) . In a fourth-grade self-contained classroom, my classroom teacher and I noticed that on every traditional spelling test there were some students who scored highly every time and some students who had difficulty reading the words on the  \nspelling list. We also wanted to explore a different spelling curriculum that could challenge  \nstudents","cbCaimvvST7HSpZ4","https://ap.wps.com/l/cbCaimvvST7HSpZ4","pdf",272196,22,"English","# Abstract\n# Introduction\n# Purpose\n# Literature Review","[{\"question\":\"How were students grouped for the differentiated spelling instruction?\",\"answer\":\"Students were placed into small groups based on their spelling pre-test scores.\"},{\"question\":\"What research methods and data sources were used?\",\"answer\":\"Data came from field notes, student and teacher interviews, a pre-and post test, and a survey.\"},{\"question\":\"What themes emerged from the study’s qualitative analysis?\",\"answer\":\"Four major themes addressed benefits and challenges of the Words Their Way curriculum, its perceived impact on journal writing, and improvements in spelling accuracy.\"}]","Differentiated Spelling: Using Small Group Instruction - Article 2 | PDF",55]