Date of Award

Spring 5-11-2015

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Sue Robb

Abstract

Spelling instruction should go beyond weekly spelling assessments. This was a learning philosophy I believed in prior to conducting this case study. Through this case study, read about how one emergent learner’s orthographic knowledge was strengthened though a holistic instructional approach. Emergent learners enter the classroom with different degrees of what they conceptualize about language and the malleability of words. With this in mind, teacher should do more than approach spelling instruction through a systemic approach that ignores what individual students are capable of and what they still need to develop. By developing spelling instruction through data collection on individual student conceptualization, spelling instruction can be more purposeful and develop orthographic knowledge in a manner that feeds-forward learning.