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MS in Literacy Education




This study examined if differentiated small group word study instruction would impact student achievement more than whole group instruction. I claim that small group instruction following a developmental approach more significantly affects student progress. Students were divided into homogeneous groups based on assessment results. Established weekly routines included a teacher lesson, word sorting, word hunts, and games. This study proves that word study instruction is most effective in small groups focused on developmental spelling progress instead of in a whole group setting. Homogenous small groups provide more individualized attention at each student’s instructional level and result in more positive student attitudes toward word study. Teachers should implement small group word study instruction with appropriate professional development, time, and collaboration opportunities.

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