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Running head: WORD STUDY ACTION RESEARCH Hamby 1

Word Study Action Research

Airagee Hamby

February 2, 2015

Kennesaw State University

Dr. Lee Langub

WORD STUDY ACTION RESEARCH Hamby 2

Action Research Proposal

Introduction

Located in northwest Georgia, Dalton is a small city that lies within Whitfield County.

The total population was approximately 103,000, according to georgiastats.uga.edu, in 2012.

Dalton is the second largest city in northwest Georgia and is well known for its presence in the

carpet manufacturing industry. Within the city limits, there are approximately 7,800 students

that attend Dalton Public Schools (DPS). DPS is one of the oldest charter school districts in

Georgia. Forty-two countries are represented among our diverse student body.

I currently teach at City Park School (CPS), which houses grades PK-5. There are a total

of six elementary schools, one middle school, and two high schools within the district. At CPS,

we have approximately 870 students, with one hundred percent of our students receiving free

breakfast and lunch. Our school has a large population of Hispanic students: sixty-eight percent.

In my classroom, there are twenty students. There are twelve girls and eight boys.

Ethnicities within my room include six Caucasian, eleven Hispanics/Latinos, one Croat, one

African American, and one Syrian. Most of the students perform below or at grade level. Eight

of the students receive ESOL services and three presently receive Reading Recovery services.

Two other students received Reading Recovery services until January. One student, a Hispanic

male, receives Tier 3 interventions. Seven students in the room are in the Early Intervention

Program (EIP). I feel that the language barrier many of the students face, halters their progress.

In this room there is little parent support/involvement and the students receive little help at home

from their parents, which also impedes their progress.

As a recent undergrad student, with no prior teaching experience, I did not realize the

importance of a firm foundation in relation to word study. As a newly employed first grade


teacher, I understand the significance of this firm foundation and employ strategies in my room

on a daily basis. Many of my students have developed a strong word foundation due to the

curriculum implemented when they were in kindergarten. The district I work in uses Literacy

Collaborative, where word study is taught daily.

Statement of the Problem and Research Question

With students in my classroom performing at various levels, I often find it a challenge to

ensure that I am meeting all of their needs. Therefore, I feel it important to do my research in my

first grade classroom. It is because of the literacy focus of the school and recent data that I am

asking the question, “What effect does word study instruction have on student success in reading

and writing?”

Word study is essential for helping students develop a firm basis for reading. There are

numerous articles and suggestions on how to employ effective word study strategies within the

classroom. Developing engaging activities will help students as they learn how words work and

the various principles involved when solving unfamiliar words. If a firm foundation is

established and principles are correctly taught, students will have the knowledge necessary to

help them throughout their school career.

Definitions

Buddy Study- provides opportunities for children to apply principles for studying a

specific list of words in active ways.

Schlagel Spelling Assessment- this assessment provides teachers with an in-depth view

of the word principles their students are being taught (i.e., short/long vowels, digraphs, blends,

etc.).


Sight-words- also referred to as High Frequency words. Often seen in passages, these

words do not necessarily follow word principles/rules that students are taught. Students are often

encouraged to memorize these words so that can be easily recognized.

Literature Review

In framing the research question, I have explored and investigated issues related to the

topic of word study and have collected related literature by various authors. The literature search

will center on the following topics:

What is word study?

What are effective methods for implementing word study?

What components need to be included when teaching word study?

What effect does word study have on student reading and writing achievement?

My findings with this research will be discussed in the following section.

What is word study?

To distinguish how word study can be taught effectively in my first grade classroom,

word study must first be defined. According to Leipzig (2000), word study provides students

with opportunities to investigate and understand the patterns in words. It is my opinion that

word study is the basis of everything young students need in order to be efficient readers and

writers. Word study allows students to develop an understanding of words that will be of benefit

to them for many years. Zutell (1992) offers a thorough description of word study that I feel

compliments my own: A word study program is a cohesive approach that addresses word

recognition, vocabulary, and phonics as well as spelling.

Research regarding word study instruction and its use in the classroom has been studied

in-depth for several years. Word study in the classroom is a rather new concept within the


educational world, as traditional spelling was implemented in the classroom for many years.

According to Sangston (1993), in most instances students learn words for a test and spell them

correctly, but when one looks at their writing or later tests the students do not seem to remember

the correct spellings. Traditional spelling curriculum, even as I recall it, came from a spelling

workbook, in which a word list was presented and various exercises were to be completed before

being tested on Fridays. Some research suggest that traditional spelling is effective but as its

definition implicates, word study provides a deeper base of knowledge than the simple skill and

drill of traditional spelling.

Typically, when finding information about word study and its definition, information

most often comes with a compilation of the necessary components for an effective word study

lesson. For that reason, this paper will take a look into what components should be included

when teaching word study.

What are effective methods for implementing word study?

With all of the literature and research studies available, I have chosen to focus on specific

methods during Guided Reading time, as well as during Shared Reading, and Interactive Writing.

These methods were chosen for the following reasons: they came from evidence based research

studies, they seemed to be the most engaging for students, they were time effective for the

teacher, and they seemed to be the most applicable for an elementary classroom.

In all of the above methods, students are given ample exposure to the structure of words.

According to Scott (date unknown), rather than supporting rote learning and a reliance on a

narrow range of instructional strategies, current research calls for instruction that meets the needs

of the diverse learners in each classroom, and that encourages higher level thinking about

language. Word study should be incorporated daily into many different facets of teaching


(Guided Reading, Shared Reading, and Interactive Writing). As concluded in a study by

Williams (2009), research found that linking word study to writing, through interactive writing

lessons, supports children’s spelling and, ultimately, their writing development. Therefore, I will

assess student writing samples during the eight week study. Williams also offers nine

recommendations for making word study an effective element in the classroom.

1) Assess student’s word knowledge using multiple tools. In order to adequately

assess a student’s knowledge, a pretest should be administered.

2) Use a homogeneous small-group approach to instruction. Doing so allows me

to target specific orthographic features and principles these students need to

learn.

3) Carve out time to prepare for word study instruction. In order for the teacher

to see success in word study, ample time should be given for preparation.

4) Teach word knowledge, not just words. Students need to be taught principles

and rules. Traditional spelling focuses on skill and drill. Word study should

incorporate concepts that will remain with the students, unlike the typical

results when only memorizing for a test.

5) Demonstrate how word study can be used during reading and writing.

Students need to be given the opportunity to participate and practice the

concepts that are taught in word study through Shared Reading and Interactive

Writing.

6) Teach strategies that support students’ use of word study instruction. In this

article by Williams, ten strategies that support students’ use of word study are


listed. I hope to see my students using these strategies throughout the year,

especially after being exposed during this eight week period.

7) Make your word wall work. Within my own classroom, I have seen my

students making use of the word wall on numerous occasions. When new

principles are introduced, words following that principle should be placed on

the word wall.

8) “Word Work” should work too! Students need to be presented with various

activities that allow for hands-on interaction. For example, students need to be

allowed opportunities to build words using magnetic letters or stamps,

complete word searches, and word sorts.

9) Engage students in extensive ‘real’ reading and writing. Students need to be

given ample opportunities for authentic reading and writing experiences.

I will use many, if not all, of these nine tips in my classroom. Implementing these tips will not

only be of benefit for the purposes of this research paper, but for student success.

What components need to be included when teaching word study?

McCarrier, Fountas and Pinnell (2000) advises that word study should involve a specific

mini-lesson directed at helping children understand a specific concept or principle. The lesson

should be followed by a time for students to independently apply the new principle or concept.

Making charts, sorting words, building words, and developing a word wall are all components

that need to be included when teaching word study.

According to Vaughn (2004), the crucial elements of phonics and word study are:

phonological and phonemic awareness, print awareness, alphabetic knowledge, alphabetic

principle, decoding, reading practice with decodable text, irregular or high-frequency words, and


reading fluency. When students have a firm hold on these crucial elements, they will be able to

better understand the principles presented in word study. It is through engaging word study

activities, including games, that teachers can implement cohesive strategies that engage and

motivate students and enhance literacy instruction (Radke, 2011).

What effect does word study have on student reading and writing achievement?

In an article written by J. Wasowicz (2010), it is stressed that individuals “rely upon

phonological awareness and knowledge of orthography, vocabulary, and morphology and

semantic relationships. Students also rely upon mental orthographic images stored in their long-

term memories. The article suggests literacy is an equal combination of spelling, reading, and

writing. In order to determine if there is such an effect on reading and writing, I will use the data

obtained during Guided Reading through observational notes and running records, as well as

through writing samples.

It is important to note that word study will have the highest impact on student learning if

combined with authentic literacy experiences. Bear and Templeton (1998) emphasize that

purposeful word study must be embedded in authentic reading and writing instruction. Students

must explore words in a way that is meaningful to them. They also feel that “in order for students

to read and write words appropriately and fluently and to appreciate fully how words work in

context, instruction must balance authentic reading and writing with purposeful word study”

(Bear & Templeton, 1998, p. 223).

Students also learn word knowledge that can be applied to a variety of reading and

writing activities. Word study has the potential to support students’ reading and writing

development if they understand the relationship between these processes. Teachers must teach

children how to use word study independently in their reading and writing if they expect them to


apply this process. In order for word study to move beyond simply spelling instruction and

become an approach to supporting young children’s literacy development, most students need

specific instruction on how they can use word study strategies during authentic reading and

writing activities.

Methodology

Purpose

The purpose of my study is to determine what effects word study has on student success

in reading and writing. I also want to uncover the most effective methods for implementing

word study. Based on the explicit instruction my students will receive over eight weeks, I hope

to see a correlation between this instruction and my students’ growth in their reading and writing

performance. As a first year teacher working in first grade, I hope to obtain valuable knowledge

that will help me as I continue to instruct students for years to come.

Methods for Assessment

Buddy Study

Buddy study provides opportunities for children to apply principles for studying a

specific list of words in active ways. The purpose is to develop word solving actions so that

children can problem solve by working on words in isolation or while reading or writing

continuous text. Rapid, automatic word solving is a basic component of fluency. It is important

for comprehension because it frees children to focus their attention on the meaning and language

of the text. The following shows the different activities incorporated with Buddy Study.

Buddy Study System:

Day 1 – Choose, Write, and Build, Mix, Fix

Day 2 – Look, Say, Cover, Write, Check


Day 3 – Buddy Check

Day 4 – Make Connections

Day 5 – Buddy Test

Buddy Study is not necessarily implemented Monday-Friday. Therefore, a five day system is

used for implementation.

Observational Notes

During Guided Reading, I will note student success in reading and writing sight words. I

will also note if the students were able to apply principles and rules they have been taught

throughout the course of the year.

Pre- and Post-Tests

Students will be tested on their ability to read and write high frequency words using the

High Frequency word test and the Schlagel Assessment. Student post-test results will be

compared with the results obtained when given the pre-test.

Running Records

I will use Running Records that are obtained during Guided Reading. These records

indicate accuracy in reading passages that contain numerous sight words. Many words also

require students to use the principles they have been taught during word study.

Writing Samples

Students writing pieces will also be assessed to see if the students are able to transfer the

knowledge obtained during word study.

Setting

This research will take place in my first grade classroom at City Park School in Dalton,

Georgia. The school is attended by approximately 870 students. Within the school, many


ethnicities are represented including Caucasian, African American, Hispanic, Chinese, Korean,

Biracial, and others. The vast majority of students would be considered part of the low

socioeconomic group, with 100 percent of our students receiving free breakfast and lunch daily.

Results

Quantitative Data

Pre and Post Schlagal Assessment

SchlagalNumber Correct (20)

StudentA B C D E F G H I J K L M N O P Q R S T

Pre- 2 13 10 4 13 5 7 2 9 5 11 3 8 2 13 13 10 12 11 11

Post- 3 15 9 10 18 9 -- 3 9 9 14 6 10 4 9 10 19 14 10 9

Growth/Regress +1 +2 -1 +6 +5 +4 -- +1 -- +4 +3 +3 +2 +2 -4 -3 +9 +2 -1 -2When I first gave the Schlagal assessment, 50% of my students got at least 10 or more

words correct. After analyzing my students’ pre and post assessment results, I discovered that

75% of them showed growth. I also noticed that 25% of them regressed, missing one or more

words in the post assessment than they did in the pre assessment. I was rather surprised by this

as two of these students are in the top of my class academically.

Buddy Study

Another method I chose to use to implement to teach word study was Buddy Study

activities and tests. The students are tested every fifth day on a list of words chosen by me,

based upon word principles being taught and high frequency word lists. Many of my students

did very good with these activities and tests. The two students who did not have more than 20

correct are two of my lowest students academically and are also ELL students. 18 out of 20

students got 20 or more words correct, out of a possible 29.


Buddy Study

Test

StudentA B C D E F G H I J K L M N O P Q R S T

#1 (6 Total)

5 6 6 6 6 6 6 3 6 5 6 5 6 4 6 6 6 6 6 6

#2 (6 Total)

5 6 6 6 4 6 6 6 4 6 6 6 6 6 6 -- 6 6 6 5

#3 (6 Total)

6 5 5 5 6 5 6 -- 6 5 5 6 -- 6 4 6 6 6 6 5

#4 (6 Total)

-- 6 6 6 6 6 -- 5 6 6 6 6 6 6 5 6 6 6 6 6

#5 (5 Total)

3 5 5 5 5 5 5 5 5 5 5 -- 4 5 5 5 5 5 5 5

Number Correct

(Total Possible

29)

19 28 28 28 27 28 23 19 27 27 28 23 22 27 26 23 29 29 29 27

High Frequency Word Test

The final piece of data I used in my research was high frequency word tests. This

assessment is given at the end of every term in the district where I teach. I compared the

students’ data from the middle of January (Lists 1-3) to the middle of March (Lists 1-4). Below

is the graph displaying the students’ growth of both reading and writing four word lists, with 20

words included on all list. Therefore, the highest a student could score at the end of January was

60 in both reading and writing. Students must read any words that were previously missed as


well as 20 new words. As you can see, all students showed growth. Many were on grade level.

A B C D E F G H I J K L M N O P Q R S T0

10

20

30

40

50

60

70

80

90

High Frequency Word List 1-4Reading

January March

A B C D E F G H I J K L M N O P Q R S T0

10

20

30

40

50

60

70

80

90

High Frequency Word List 1-4Writing

January March


Qualitative Data

As part of the process I do daily in my class, I made numerous observational notes

throughout this research process. Using my notes from writers’ workshop, interactive read

aloud, writing samples, and Buddy Study, I decided to create a wordle. Taking these notes

allowed me to see the similarities and differences between my students, as well as their strengths

and weaknesses. Unfortunately when observing them in writing, many were not able to correlate

their word study knowledge into their writing. Some did recall principles they had learned and I

would see them sounding out words or verbalizing certain strategies I had taught them. It was

very interesting to watch them throughout this process.


Implications

I plan to continue to implement word work in my classroom and use the strategies I have

used. Many of the activities used have become part of my daily routine, as well as my students.

I would like to possible differentiate the students’ word list for Buddy Study.

I would also like to begin using the word lists, for second grade, with my higher students.

This would allow those students the challenge that many of them enjoy. I do not feel that I

should assess them on these words but rather allow them to have the exposure to them.

I feel that I need to work more in small group during writing instruction. Many of my

students did not seem to carry over the instruction in word work to their writing pieces. I feel

that many of my students would benefit from working closer with me.


References

Bear, D.R. and Templeton, S. (1998). Explorations in developmental spelling: foundations for

learning and teaching phonics, spelling, and vocabulary. The Reading Teacher. 52(3), (p.

223).

Leipzig, D. H. (2000). The Knowledge Base for Word Study: What Teachers Need to Know.

Online Submission

McCarrier, A., Fountas, I., & Pinnell, G. (2000). Interactive writing: How language and literacy

come together, K-2 (p. 20). Portsmouth, NH: Heinemann.

Radke, J. (2011). Does word work really work? Investigating the effects of word work vs.

traditional spelling instruction during guided reading (Unpublished master's thesis).

Retrieved from http://minds.wisconsin.edu/handle/1793/55791. University of Wisconsin:

River Falls, Wisconsin.

Sangston, Amy (1993). Word Study vs. Traditional Spelling: Are Students

Instructed through Word Story More Likely To Have Higher Retention Rates When

Retested Two and Four Weeks Later, and Will They Be More Successful at Spelling

Unfamiliar Words? Online Submission.

Scott, R. M. Word study and reading comprehension: Implications for instruction. Retrieved

from: http://www.edu.gov.on.ca/eng/research/mcquirter.pdf.

Vaughn, S., & Linan-Thompson, S. (2004). Research-Based Methods of Reading Instruction,

Grades K–3.

Wasowicz, J. (2010). Improving written language using a multiple-linguistic spelling word study

approach. Learning by design, Inc. Retrieved from

http://www.edu.gov.on.ca/eng/research/mcquirter.pdf


http://www.learningbydesign.com/uploads/Multiple-

Linguistic_Spelling_Word_Study_Approach.pdf

Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. P. (2009).

Word Study Instruction in the K-2 Classroom. Reading Teacher, 62(7), 570-578.

Zutell, J. (1998). Word sorting: A developmental spelling approach to word study for delayed

readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14,

219-238.

http://www.learningbydesign.com/uploads/Multiple-Linguistic_Spelling_Word_Study_Approach.pdf

http://www.learningbydesign.com/uploads/Multiple-Linguistic_Spelling_Word_Study_Approach.pdf


APPENDIX A

Word Lists for Assessments

Schlagal Word List

1. Girl

2. Want

3. Plane

4. Drop

5. When

6. Trap

7. Wish

8. Cut

9. Bike

10. Trip

11. Flat

12. Ship

13. Drive

14. Fill

15. Sister

16. Bump

17. Plate

18. Mud

19. Chop

20. Bed


High Frequency Word List

Reading/Writing

List 1 List 2 List 3 List 4 List 5a we out into where he go him away couldno my as little beforeat on or very wouldin you get us wantsee play saw been motheran here back our justI look had but too

so will come your whenand went by from wereis all came put over

the has his man thenam how make what girlit not of boy I’mto she did after now

can was two with whylike are be there manyup her have they gooddo this said because badme one that going car


Buddy Study Word List

List 1 List 2 List 3 List 4 List 5away our where of couldfrom here want who wouldinto back just come withthat by too have orget then over said hisput him then you


APPENDIX B

Buddy Study Materials


Name______________________________

Look, Say, Cover, Write, Check

Spelling Test Spelling TestName Name


_________________________ _________________________1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

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