Running head: THE DEVELOPMENTAL SPELLING ANALYSIS...
Transcript of Running head: THE DEVELOPMENTAL SPELLING ANALYSIS...
Running head: THE DEVELOPMENTAL SPELLING ANALYSIS
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THE DEVELOPMENTAL SPELLING ANALYSIS
Developmental Spelling Analysis (DSA) is a “dictated word inventory designed to
determine students’ stage of spelling development and to highlight strengths and weaknesses in
their knowledge of specific spelling features so that appropriate instruction can be planned”
(Ganske, K., 2014, p.396). There are five different spelling features: emergent, letter name (LN),
within word pattern (WW), syllable juncture (SJ), and derivational constancy (DC). Emergent
spellers do not understand the alphabetic principle or concept of word (COW) at this stage.
Letter Name spellers are typically beginning readers, have recently gained a Concept of Word,
and spell words by sound. Within Word spellers are “developing readers who can use reading as
a tool for learning,” they are able to chunk and blend words when writing them, and can
recognize long vowels and consonant blends (Ganske, K., 2014, p.37). Syllable Juncture spellers
are proficient readers, can spell single-syllable words correctly, but struggle with polysyllabic
words and patterns. Derivational Constancy spellers are in the last stage of spelling development,
which “continues through adulthood”, they study words that share common roots, and “learn that
many spelling patterns remain constant across derived forms despite changes in sound” (Ganske,
K., 2014, p.47, 395).
I assessed en emergent speller in kindergarten named Briggs. Briggs scored a one on the
Screening Inventory. “Children who achieve scores of one or zero may or may not be LN stage
spellers” (Ganske, K., 2014, p.56). Briggs was able to indicate the initial consonant in four out of
five words, three of the five final consonants, and four out of five vowels correct. However, since
Briggs only got a one on the first five words, I stopped the assessment. If I were to instruct
Briggs, I would work on initial and ending consonant blends, short vowels, and affricates.
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Of the three second graders I assessed, Andrew was in the LN stage. Andrew scored a
five on the Screening Inventory, but a zero on the next five words. The prediction chart scores
his predicted stage as LN/WW. Ganske recommends dropping to the lower stage for students
with two predicted stages. Andrew stage score on the inventory words was an eighteen. The
stage score is the “number of correctly spelled inventory words at given stage of spelling
development” (Ganske, K., 2014, p.402). A score of 12-21 indicates the student is in his/her zone
of proximal development. Andrew’s feature performances on the inventory were examined next.
Andrew knew his initial/final consonants, affricates, and initial/final consonant blends and
digraphs. Andrew used but confused his short vowels. Andrew’s instruction should be focused
on short vowels.
Aubrey scored a six on the Screening Inventory, meaning her predicted stage was
LN/WW. Aubrey received a stage score of 25/25 on the LN inventory. A perfect score meant
Aubrey had a secure understanding of the features examined. I then tested Aubrey using the WW
inventory; she received a stage score of fourteen which indicated that the WW inventory is in her
zone of proximal development. Aubrey used but confused long vowel features, R-controlled
vowel patterns, and abstract vowels. Aubrey had the most trouble with other common long
vowels and complex consonants. Instruction for Aubrey should focus on long vowel features, R-
controlled vowel patterns; abstract vowels then progress to other common long vowels and
complex consonants.
Gillian is in the early stages of SJ development. She scored a ten on the Screening
Inventory which predicted she was WW/SJ stage. Gillian’s stage score on the WW inventory
was a 22/25, she had perfect scores for all the tested features, except for other common long
vowels. I decided to test Gillian on the SJ inventory. Gillian’s stage score on the SJ inventory
THE DEVELOPMENTAL SPELLING ANALYSIS 3
was an eleven which meant she was in the early stage of development or zone of proximity for
SJ words. Gillian was using but confusing long vowel patterns (stressed syllable), and unstressed
syllable vowel patterns. She had little understanding of doubling & e-drop with “ed” & “ing,”
other syllable juncture doubling, and R-controlled vowels (stressed syllables). Gillian’s
instruction should begin with long vowel and unstressed syllable vowel patterns.
Karli, a fifth grader, scored nineteen on the Screening Inventory, her predicted stage was
DC. Karli’s stage score on the DC inventory was twelve. A score of twelve meant Karli was in
her zone of proximal development. She was using but confusing consonant changes, vowel
changes, and Latin-derived suffixes. She had little concept of silent/sounded consonants and
assimilated prefixes. Karli’s instruction should start with consonant changes, vowel changes, and
Latin-derived suffixes.
The DSA is an invaluable tool for teachers to aid in gaining an understanding of the
students’ orthographic knowledge. The data gleaned from the assessment can be used to drive
instruction by determining what spelling features the students have mastered, are using but
confusing, or struggling with. I plan to use the DSA in my teaching career to help assess my
students’ spelling level.
THE DEVELOPMENTAL SPELLING ANALYSIS 4
Student Word Features Known Word Features Used
But Confused
Begin Instruction (In
order of bullets)
Start with “used but
confused” and work to
unknown.
Briggs • (Demonstrates
some knowledge
of features)
• Initial and final
consonants
• Vowels
• Initial consonant
blends
• Ending consonant
blends • Short vowels
• Affricates
Andrew • Initial/final
consonants
• Affricates • Initial/final
consonant blends
and digraphs
• Short vowels • Short vowels
Aubrey • (Demonstrates
some knowledge
of features)
• Long vowels (-
VCe)
• R-controlled
vowel patterns • Abstract vowels
• Long vowels (-
VCe)
• R-controlled
vowel patterns • Abstract vowels
• Common long
vowels
• Complex
consonants
Gillian • (Demonstrates
some knowledge
of features)
• Long vowel
patterns (stressed
syllable)
• Unstressed
syllable vowel
patterns
• Long vowel
patterns (stressed
syllable)
• Unstressed
syllable vowel
patterns Doubling
& e-drop with • “ed” and “ing”
• Other syllable
juncture doubling
• R-controlled
vowels (stressed
syllables
Karli • (Demonstrates
some knowledge
of features)
• Consonant
changes
• Vowel changes • Latin-derived
suffixes
• Consonant
changes
• Vowel changes • Latin-derived
suffixes
• Silent/sounded
consonants
• Assimilated
prefixes
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References
Ganske, K. (2014). Word journeys: assessment-guided phonics, spelling, and vocabulary
instruction. New York: Guilford Press.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words Their Way: Word
Study for Phonics, Vocabulary, and Spelling Instruction (Sixth ed.). Upper Saddle River,
NJ: Pearson Education.