Spelling Mastery

Program
Spelling Mastery

Spelling Mastery

Program Description

Spelling Mastery is a structured spelling program created for students in grades 1 through 6. It teaches spelling through a direct and systematic approach, combining phonemic awareness, morphemic patterns (word parts), and visual memory techniques. The program is designed to build spelling skills gradually, using scripted lessons, daily practice, and consistent progress monitoring to support mastery over time.

Student Population

Research on Spelling Mastery has focused on students with learning disabilities in early elementary grades. One key study included 70 students in grades 2 through 4 from three different school settings, including a summer program. The group was diverse with African American, White, and included a higher percentage of male students. These learners were identified as having special education needs.

Current Evidence

According to the What Works Clearinghouse, Spelling Mastery has shown potentially positive effects on writing outcomes for students with learning disabilities (https://ies.ed.gov/ncee/WWC/InterventionReport/579). The reviewed studies met the WWCā€™s standards without reservations. On average, students using Spelling Mastery outperformed their peers by 15 to 42 percentile points, with a mean improvement index of +30.

For more information:

Website: https://ies.ed.gov/ncee/WWC/InterventionReport/579

PDF Report: https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_spelling_mastery_100716.pdf

Reference

What Works Clearinghouse. (2014). WWC Intervention Report: Spelling Mastery. U.S. Department of Education, Institute of Education Sciences.

Darch,  C., Eaves, R. C., Crowe, D. A., Simmons, K., & Conniff, A. (2006). Teaching spelling to students with learning disabilities: A comparison of rule-based strategies versus traditional instruction. Journal of Direct Instruction, 6(1), 1ā€“16.

Darch,  C., & Simpson, R. G. (1990). Effectiveness of visual imagery versus rule-based strategies in teaching spelling to learning disabled students. Research in Rural Education, 7(1), 61ā€“70.