JOURNAL ARTICLE

Conducting a Fine-Grained Spelling Analysis to Intensify Reading Interventions for Elementary Students.

  • Published In: Intervention in School & Clinic, 2025, v. 60, n. 5. P. 262 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Williams, Kelly J.; Novelli, Christina 3 of 3

Abstract

This article focuses on how special educators can use a fine-grained analysis of diagnostic spelling assessment data to intensify reading interventions for elementary students with word-level reading disabilities (WLRD). It explains the linguistic knowledge bases—phonological, orthographic, and morphological—that connect word reading and spelling, emphasizing their concurrent development and the importance of spelling errors as indicators of specific reading difficulties. The article provides a step-by-step tutorial within a data-based individualization (DBI) framework on collecting spelling data, analyzing error patterns, and adapting instruction to better align with students’ needs by increasing alignment, comprehensiveness, and dosage of interventions. This cyclical process supports ongoing progress monitoring and instructional adjustments to improve word reading and spelling outcomes for students with WLRD.

Additional Information

  • Source:Intervention in School & Clinic. 2025/05, Vol. 60, Issue 5, p262
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2025
  • ISSN:1053-4512
  • DOI:10.1177/10534512251316177
  • Accession Number:184747631
  • Copyright Statement:Copyright of Intervention in School & Clinic is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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