A reflective study on an integrated approach to spelling instruction





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This capstone is a secondary research analysis of an integrated approach to spelling instruction. My students' frustration with spelling motivated me to research spelling instructional strategies. I knew there had to be a better technique out there, one that was productive for students. Rebecca Sitton, Donald Bear, and Kelly Loeffler offered approaches that I found to be intriguing. I attended conferences and purchased curriculum that supported their strategies. I implemented a combination of Sitton, Bear, and Loeffler's approaches to spelling instruction into my classroom and analyzed 26 sixth grade students spelling projects, weekly word lists, and literature notebooks. An emphasis was placed on an increasing understanding of patterns and rules. Integrating these three strategies into the classroom has increased spelling achievement and helped create a balanced approach to teaching spelling in the middle school classroom.

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