Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Joel Amidon
Second Advisor
Kristina Livingston
Third Advisor
Richard Balkin
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This dissertation in practice explores the role of spelling instruction within the framework of the Science of Reading (SOR) and Structured Literacy (SL). This research examines how spelling, a vital yet acquired literacy skill, is foundational to reading and writing development and should be taught explicitly and systematically through SL principles. Drawing on research in cognitive neuroscience, developmental psychology, and educational research the study highlights how the brain learns to read and spell, reinforcing the need for evidence-based instruction that integrates both encoding and decoding practices. Despite research starting the importance of teaching spelling utilizing SL methods, spelling instruction and home reinforcement remains misaligned, frequently relying on rote memorization and traditional testing methods. The persistence of traditional spelling lists, and memorization homework practices can leave parents/guardians unaware of more effective strategies. This dissertation investigates the impact of working alongside parents/guardians to provide explicit, scripted SL spelling instruction and exercises to implement at home on students’ overall spelling abilities. This study employed a two-group quasi-experimental mixed design, grounded in improvement science, to examine the impact of parental involvement in SL spelling instructional activities at home on the overall spelling ability of second-grade students. Findings revealed a statistically significant interaction with a large effect size between the control and treatment groups, indicating that students whose parents/guardians implemented SL-based spelling strategies at home demonstrated stronger gains in spelling ability. These results suggest that providing parents/guardians with SL knowledge and spelling exercises may be beneficial to the overall spelling ability of students. Results indicate the importance of future research in providing SL spelling knowledge and resources to parents/guardians in order to provide meaningful home reinforcement of important foundational reading and writing skills.
Recommended Citation
Fearn, Claire Rearick, "Working with Parents/Guardians to Provide Support and Knowledge for Structured Literacy Spelling Instruction at Home" (2025). Electronic Theses and Dissertations. 3276.
https://egrove.olemiss.edu/etd/3276