An explorative study into the effectiveness of different spelling strategies and children’s own perceptions of themselves as successful spellers

Evaluating the effectiveness of school-based literacy interventions is an area for investigation particularly in the context of inclusive practice and universal provision. This case-study in a rural primary school in Wales, explored how Year 4 pupils identified as requiring additional support, were taught spelling strategies using research-based teaching approaches over a period of eight-weeks, and whether this had an impact on self-perception as successful spellers. Using a mixed-method approach, data was gathered via summative assessments, pupil questionnaires and focus group interviews. Findings suggest that bespoke spelling interventions using established teaching techniques incorporating multi-sensory pedagogical approaches improved both individual perceptions of spelling ability and spelling performance. Considerations on how to approach the teaching of spelling within primary settings was identified for future investigation with findings from this study shared with statutory officers and ALNCOs from across the local authority.