Student Survey Analysis

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Out of the 19 student surveys given on February 4^th, 16 of the students stated that they used sounding out as a spelling strategy to spell unknown words. The first (#19) of the three students to differ on an answer stated, “I try my best to spell it.” Because this student did not specifically state how he tried to spell these words, such as sounding out the words or using known spelling patterns. The second student (#5) wrote “I practice my words every day.” Based on my prior knowledge of this student, I believe he miss understood the question and responded based on how he knows how to spell his weekly spelling words. The third student (#21) wrote, “I use no strategies.” I must admit he is my second highest speller in my classroom. However, I believe he does not know specifically which spelling patterns he uses to spell unknown words.

            While reviewing literature I found an article that discussed how students learn in developmental stages. Gehsmann (2012) states “ [t]he more students know about orthography-how words work, their structure, and how that corresponds to sound and meaning-the more rapidly they can identify words in print and generate words in writing” (p. 6). Since most of my students are wrote that they sound out words, obviously they have an understanding of how sound corresponds to meaning like Gehsmann stated. However, my students’ levels of understanding vary based on the pre-assessment results given last month. I do believe that by differentiating my spelling groups based on their spelling needs is helping my students. My students are learning how words work and what blends of letters make which sounds.

This week I am going to spend Tuesday, Wednesday, and Thursday calling back each spelling group and have them write a dictated sentence using the words being studied this week. I want to start collecting more data on the students’ writing and the effects of spelling. I only wish I had time to start this idea weeks ago.

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Gehsmann, K. (2012). Stages and standards in literacy: Teaching developmentally in the age of accountability. Journal Of Education, 192(1), 5-16.