DOI:
https://doi.org/10.36510/gpyq2e77Keywords:
phonics-based instruction, multisensory learning, teacher professional development, differentiated instruction, spelling assessment, educational strategies, English orthography, literacy development, instructional practices, student engagement, science of readingAbstract
This study examined K–6 spelling instruction through surveys and interviews with 32 teachers (drawn from a pool of 168 eligible K–6 educators) in a western Pennsylvania district. Findings revealed a lack of formalized programs, overreliance on digital tools, and challenges in differentiating instruction. Effective practices included phonics-based and multisensory methods—both cornerstones of the Science of Reading—yet systemic barriers, such as inconsistent resources and limited professional development, hindered implementation. The study emphasizes the need for targeted training in explicit, systematic instruction to improve student outcomes. Implications include developing standardized assessments and robust professional learning. Future research should examine the long-term impacts of these strategies across diverse educational settings.
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