What instructional strategies will aid third grade students in applying correct spelling skills effectively in everyday writing?

This study was created to address students misspelling words in daily writing after correctly spelling them on their weekly spelling test. Four different strategies were tested with a group of third grade students. Six students ranging in abilities were picked to gather specific data from. The students were given a phonemic awareness assessment, C-TOPP, a spelling inventory and an initial writing assessment. Through the next four weeks different spelling strategies were introduced to the group and data was collected pertaining to each strategy. A final writing assessment was collected and results determined. The study demonstrated that a variety of strategies improves spelling in daily writing, with students showing preference for two of the four strategies