Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 5 (2025)

Spelling Intervention Reimagined: Enhancing Grade 6 Students’ Spelling Literacy through Tactile, Digital, and Phonetic Strategies

Mary Eugenie Joy C. Orozco

Discipline: Education

 

Abstract:

This study provides a novel comparative analysis of tactile, digital, and phonetic strategies among Grade Six students, highlighting the superior performance of phonetic methods while offering actionable insights into the specific benefits and challenges associated with each approach. Employing a counterbalanced quasi-experimental design to three different groups with a total of 200 students through complete enumeration, the study reveals that students’ exposure to the phonetic strategy was found to be most effective, which resulted in Outstanding performance, while the digital strategy resulted in Satisfactory performance, and tactile strategy yielded a Fairly Satisfactory performance. The phonetic strategy resulted in significant differences in students' mean spelling scores (p < 0.001). Highlights for tactile strategy include the fun factor in gamification, which enhances effectiveness due to ease of manipulation. In contrast, digital strategy incorporates the fun factor in gamification to aid in remembering, provides a helpful challenge, and motivates users through a ranking system. Phonetic strategy, meanwhile, involves chunking words based on syllables, which enhances the effectiveness of learning a word and offers the flexibility to divide words. Lowlights for tactile strategy include difficulty in finding the letters, limited number of letters, and level of difficulty, while for digital strategy include random tapping or placement of letters, technical issues, and anagrammatic words, and for phonetic strategy include single or multiple syllables, level of difficulty, and effectivity silent or double letters. It is recommended that grade school teachers, especially in the grade six level who are teaching spelling, should look into the dynamics of these three strategies in terms of performance results, highlights, and lowlights in contextualizing instructions, as well as considering the mixture of all three strategies rather one focusing only on one to address the varied needs of the students. Further, this paper recommends the conduct of parallel studies in other grade levels or public schools to compare results and to have a better viewpoint of the topic being studied.



References:

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  2. Alhusban, A. (2016). The impact of modern technological tools on students’ writing skills in English as a second language. US-China Education Review, 6(7), 438-443. https://tinyurl.com/bpaba45a
  3. Berger, B. (2016). Using evidence-based spelling instruction to support elementary students: a self-study (Theses). Hamline University
  4. Birsh, J. R. (2018). Multisensory teaching of basic language skills (4th ed.). Townson, US: Paul H. Brookes Publishing.
  5. Boyer, N., & Ehri, L. C. (2011). Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners. Scientific Studies of Reading, 15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778
  6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  7. Bromley, K. (2010). Technology and writing. In M. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology, 2 (pp. 349-355).
  8. Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 39-64). Cambridge, United Kingdom: Cambridge University Press.
  9. Conrad, N. J., Kennedy, K., Saoud, W., Scallion, L., & Hanusiak, L. (2019). Establishing word representations through reading and spelling: Comparing degree of orthographic learning. Journal of Research in Reading, 42(1), 162–177. https://doi.org/10.1111/1467-9817.12256
  10. Dymock, S., & Nicholson, T. (2017). To what extent does children’s spelling improve as a result of learning words with patterns? A review of the research. Australian Journal of Language and Literacy, 40(1), 28-37. https://doi.org/10.1080/19404158.2017.1398766
  11. Ehri, L. C. (2013). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356
  12. Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers’ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1(4), 371-385. https://doi.org/10.1017/S0142716400009802
  13. Fisher, A. R. (2011). 300 spelling words for 6th grade. Spelling Words Well. Retrieved from https://www.spelling-words-well.com/
  14. Fraenkel, J. R., & Wallen, N. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  15. Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703-1743. https://doi.org/10.1007/s11145-014-9517-0
  16. Holz, H., Ninaus, M., Schwerter, J., Parrisius, C., Beuttler, B., Brandelik, K., & Meurers, D. (2023). A digital game-based training improves spelling in German primary school children – A randomized controlled field trial. Learning and Instruction, 87, 101771. https://doi.org/10.1016/j.learninstruc.2023.101771
  17. Hong, Y., & del Busto, C. (2020). Zone of proximal development and scaffolding. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 5789-5793). New York, USA: Springer Publishing.
  18. Hopkins, B. (2019). Orthography. Retrieved from https://www.lancaster.ac.uk/fas/psych/glossary/orthography/
  19. Kirby, J. R., Deacon, S. H., Georgiou, G., Geier, K., Chan, J., & Parrila, R. (2025). Effects of morphological awareness, naming speed, and phonological awareness on reading skills from Grade 3 to Grade 5. Journal of Experimental Child Psychology, 253, 106188. https://doi.org/10.1016/j.jecp.2024.106188
  20. Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10–26. https://doi.org/10.1111/1467-9817.12313
  21. Little, C. W., Clark, J. C., Tani, N. E., & Connor, C. M. (2018). Improving writing skills through technology‐based instruction: A meta‐analysis. Review of Education, 6(2), 183–201. https://doi.org/10.1002/rev3.3114
  22. Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002
  23. Mentink, C. (2022). Spelling intervention strategies: What works best? (Thesis). University of Nebraska Omah
  24. Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
  25. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860
  26. Ouellette, G., Martin-Chang, S., & Rossi, M. (2017). Learning from our mistakes: Improvements in spelling lead to gains in reading speed. Scientific Studies of Reading, 21(4), 350–357. https://doi.org/10.1080/10888438.2017.1306064
  27. Pennington, M.C. (2015). Research, Theory and Practice in L2 Phonology: a Review and Directions for the Future. In: Mompean, J.A., Fouz-González, J. (eds) Investigating English Pronunciation. Macmillan, London: Palgrave Education Collection. https://doi.org/10.1057/9781137509437_7
  28. Pullen, P. C., & Lane, H. B. (2016). The role of phonetic strategies in spelling instruction. Journal of Educational Psychology, 108(2), 1-15. https://tinyurl.com/5yazfvmw
  29. Purcell, K., Buchanan, J., & Friedrich, L. (2013). The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools. Retrieved from  https://tinyurl.com/msj43vfe
  30. Qamariah, H., & Wahyuni, S. (2018). Teaching spelling through games. Visipena, 9(1), 137-150. https://ejournal.bbg.ac.id/visipena/article/view/447
  31. Ravara, A. (2020). What are phonetic strategies? Retrieved from https://askinglot.com/what-are-phonetic-strategies
  32. Rippel, M. (2021). Using letter tiles to teach reading and spelling. Retrieved from https://blog.allaboutlearningpress.com/usingletter-tiles/
  33. Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676-688. https://doi.org/10.1016/j.tics.2016.07.002
  34. Rzepka, N., Simbeck, K., & Müller, H.-G. (2022). Impact of the Covid-19 pandemic on students’ spelling ability. Research on Education and Media, 14(2), 57–63. https://doi.org/10.2478/rem-2022-0022
  35. Shamir, A., & Korat, O. (2015). The contribution of digital storybook reading to children’s literacy development. Journal of Educational Computing Research, 52(1), 1-25. https://tinyurl.com/4x9dhruz
  36. Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In M. R. Kuhn & P. H. Pullen (Eds.), What research has to say about fluency instruction (pp. 130-158). New York, USA: Guilford Press.
  37. Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(3), 265-276. https://doi.org/10.1080/10888438.2017.1296449
  38. Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives. Retrieved from https://tinyurl.com/35afbzc5
  39. Treiman, R., & Kessler, B. (2014). How children learn to write words. Oxford, United Kingdom: Oxford University Press.

Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The unique role of early spelling in the prediction of later literacy performance. Scientific Studies of Reading, 23(5), 437–444. https://doi.org/10.1080/10888438.2019.1573242

  1. Adewunmi, A. T., Similoluwa, A. E., & Abisola, L. S. (2023). Effect of multisensory approach on the spelling abilities of pupils with dysorthography in ibadan, nigeria. International Journal of Educational Research, 12(1), 47–52. https://www.ajol.info/index.php/ijer/article/view/253810
  2. Alhusban, A. (2016). The impact of modern technological tools on students’ writing skills in English as a second language. US-China Education Review, 6(7), 438-443. https://tinyurl.com/bpaba45a
  3. Berger, B. (2016). Using evidence-based spelling instruction to support elementary students: a self-study (Theses). Hamline University
  4. Birsh, J. R. (2018). Multisensory teaching of basic language skills (4th ed.). Townson, US: Paul H. Brookes Publishing.
  5. Boyer, N., & Ehri, L. C. (2011). Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners. Scientific Studies of Reading, 15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778
  6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  7. Bromley, K. (2010). Technology and writing. In M. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology, 2 (pp. 349-355).
  8. Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 39-64). Cambridge, United Kingdom: Cambridge University Press.
  9. Conrad, N. J., Kennedy, K., Saoud, W., Scallion, L., & Hanusiak, L. (2019). Establishing word representations through reading and spelling: Comparing degree of orthographic learning. Journal of Research in Reading, 42(1), 162–177. https://doi.org/10.1111/1467-9817.12256
  10. Dymock, S., & Nicholson, T. (2017). To what extent does children’s spelling improve as a result of learning words with patterns? A review of the research. Australian Journal of Language and Literacy, 40(1), 28-37. https://doi.org/10.1080/19404158.2017.1398766
  11. Ehri, L. C. (2013). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356
  12. Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers’ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1(4), 371-385. https://doi.org/10.1017/S0142716400009802
  13. Fisher, A. R. (2011). 300 spelling words for 6th grade. Spelling Words Well. Retrieved from https://www.spelling-words-well.com/
  14. Fraenkel, J. R., & Wallen, N. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  15. Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703-1743. https://doi.org/10.1007/s11145-014-9517-0
  16. Holz, H., Ninaus, M., Schwerter, J., Parrisius, C., Beuttler, B., Brandelik, K., & Meurers, D. (2023). A digital game-based training improves spelling in German primary school children – A randomized controlled field trial. Learning and Instruction, 87, 101771. https://doi.org/10.1016/j.learninstruc.2023.101771
  17. Hong, Y., & del Busto, C. (2020). Zone of proximal development and scaffolding. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 5789-5793). New York, USA: Springer Publishing.
  18. Hopkins, B. (2019). Orthography. Retrieved from https://www.lancaster.ac.uk/fas/psych/glossary/orthography/
  19. Kirby, J. R., Deacon, S. H., Georgiou, G., Geier, K., Chan, J., & Parrila, R. (2025). Effects of morphological awareness, naming speed, and phonological awareness on reading skills from Grade 3 to Grade 5. Journal of Experimental Child Psychology, 253, 106188. https://doi.org/10.1016/j.jecp.2024.106188
  20. Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10–26. https://doi.org/10.1111/1467-9817.12313
  21. Little, C. W., Clark, J. C., Tani, N. E., & Connor, C. M. (2018). Improving writing skills through technology‐based instruction: A meta‐analysis. Review of Education, 6(2), 183–201. https://doi.org/10.1002/rev3.3114
  22. Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002
  23. Mentink, C. (2022). Spelling intervention strategies: What works best? (Thesis). University of Nebraska Omah
  24. Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
  25. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860
  26. Ouellette, G., Martin-Chang, S., & Rossi, M. (2017). Learning from our mistakes: Improvements in spelling lead to gains in reading speed. Scientific Studies of Reading, 21(4), 350–357. https://doi.org/10.1080/10888438.2017.1306064
  27. Pennington, M.C. (2015). Research, Theory and Practice in L2 Phonology: a Review and Directions for the Future. In: Mompean, J.A., Fouz-González, J. (eds) Investigating English Pronunciation. Macmillan, London: Palgrave Education Collection. https://doi.org/10.1057/9781137509437_7
  28. Pullen, P. C., & Lane, H. B. (2016). The role of phonetic strategies in spelling instruction. Journal of Educational Psychology, 108(2), 1-15. https://tinyurl.com/5yazfvmw
  29. Purcell, K., Buchanan, J., & Friedrich, L. (2013). The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools. Retrieved from  https://tinyurl.com/msj43vfe
  30. Qamariah, H., & Wahyuni, S. (2018). Teaching spelling through games. Visipena, 9(1), 137-150. https://ejournal.bbg.ac.id/visipena/article/view/447
  31. Ravara, A. (2020). What are phonetic strategies? Retrieved from https://askinglot.com/what-are-phonetic-strategies
  32. Rippel, M. (2021). Using letter tiles to teach reading and spelling. Retrieved from https://blog.allaboutlearningpress.com/usingletter-tiles/
  33. Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676-688. https://doi.org/10.1016/j.tics.2016.07.002
  34. Rzepka, N., Simbeck, K., & Müller, H.-G. (2022). Impact of the Covid-19 pandemic on students’ spelling ability. Research on Education and Media, 14(2), 57–63. https://doi.org/10.2478/rem-2022-0022
  35. Shamir, A., & Korat, O. (2015). The contribution of digital storybook reading to children’s literacy development. Journal of Educational Computing Research, 52(1), 1-25. https://tinyurl.com/4x9dhruz
  36. Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In M. R. Kuhn & P. H. Pullen (Eds.), What research has to say about fluency instruction (pp. 130-158). New York, USA: Guilford Press.
  37. Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(3), 265-276. https://doi.org/10.1080/10888438.2017.1296449
  38. Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives. Retrieved from https://tinyurl.com/35afbzc5
  39. Treiman, R., & Kessler, B. (2014). How children learn to write words. Oxford, United Kingdom: Oxford University Press. 
  40. Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The unique role of early spelling in the prediction of later literacy performance. Scientific Studies of Reading, 23(5), 437–444. https://doi.org/10.1080/10888438.2019.1573242

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