Running head: THE DEVELOPMENTAL SPELLING ANALYSIS 1mullinsstephenson.step.hollins.edu/.../2017/02/DSA... · Running head: THE DEVELOPMENTAL SPELLING ANALYSIS 1 THE DEVELOPMENTAL SPELLING

Running head: THE DEVELOPMENTAL SPELLING ANALYSIS

1

THE DEVELOPMENTAL SPELLING ANALYSIS

Developmental Spelling Analysis (DSA) is a “dictated word inventory designed to

determine students’ stage of spelling development and to highlight strengths and weaknesses in

their knowledge of specific spelling features so that appropriate instruction can be planned”

(Ganske, K., 2014, p.396). There are five different spelling features: emergent, letter name (LN),

within word pattern (WW), syllable juncture (SJ), and derivational constancy (DC). Emergent

spellers do not understand the alphabetic principle or concept of word (COW) at this stage.

Letter Name spellers are typically beginning readers, have recently gained a Concept of Word,

and spell words by sound. Within Word spellers are “developing readers who can use reading as

a tool for learning,” they are able to chunk and blend words when writing them, and can

recognize long vowels and consonant blends (Ganske, K., 2014, p.37). Syllable Juncture spellers

are proficient readers, can spell single-syllable words correctly, but struggle with polysyllabic

words and patterns. Derivational Constancy spellers are in the last stage of spelling development,

which “continues through adulthood”, they study words that share common roots, and “learn that

many spelling patterns remain constant across derived forms despite changes in sound” (Ganske,

K., 2014, p.47, 395).

I assessed en emergent speller in kindergarten named Briggs. Briggs scored a one on the

Screening Inventory. “Children who achieve scores of one or zero may or may not be LN stage

spellers” (Ganske, K., 2014, p.56). Briggs was able to indicate the initial consonant in four out of

five words, three of the five final consonants, and four out of five vowels correct. However, since

Briggs only got a one on the first five words, I stopped the assessment. If I were to instruct

Briggs, I would work on initial and ending consonant blends, short vowels, and affricates.

THE DEVELOPMENTAL SPELLING ANALYSIS 2

Of the three second graders I assessed, Andrew was in the LN stage. Andrew scored a

five on the Screening Inventory, but a zero on the next five words. The prediction chart scores

his predicted stage as LN/WW. Ganske recommends dropping to the lower stage for students

with two predicted stages. Andrew stage score on the inventory words was an eighteen. The

stage score is the “number of correctly spelled inventory words at given stage of spelling

development” (Ganske, K., 2014, p.402). A score of 12-21 indicates the student is in his/her zone

of proximal development. Andrew’s feature performances on the inventory were examined next.

Andrew knew his initial/final consonants, affricates, and initial/final consonant blends and

digraphs. Andrew used but confused his short vowels. Andrew’s instruction should be focused

on short vowels.

Aubrey scored a six on the Screening Inventory, meaning her predicted stage was

LN/WW. Aubrey received a stage score of 25/25 on the LN inventory. A perfect score meant

Aubrey had a secure understanding of the features examined. I then tested Aubrey using the WW

inventory; she received a stage score of fourteen which indicated that the WW inventory is in her

zone of proximal development. Aubrey used but confused long vowel features, R-controlled

vowel patterns, and abstract vowels. Aubrey had the most trouble with other common long

vowels and complex consonants. Instruction for Aubrey should focus on long vowel features, R-

controlled vowel patterns; abstract vowels then progress to other common long vowels and

complex consonants.

Gillian is in the early stages of SJ development. She scored a ten on the Screening

Inventory which predicted she was WW/SJ stage. Gillian’s stage score on the WW inventory

was a 22/25, she had perfect scores for all the tested features, except for other common long

vowels. I decided to test Gillian on the SJ inventory. Gillian’s stage score on the SJ inventory


was an eleven which meant she was in the early stage of development or zone of proximity for

SJ words. Gillian was using but confusing long vowel patterns (stressed syllable), and unstressed

syllable vowel patterns. She had little understanding of doubling & e-drop with “ed” & “ing,”

other syllable juncture doubling, and R-controlled vowels (stressed syllables). Gillian’s

instruction should begin with long vowel and unstressed syllable vowel patterns.

Karli, a fifth grader, scored nineteen on the Screening Inventory, her predicted stage was

DC. Karli’s stage score on the DC inventory was twelve. A score of twelve meant Karli was in

her zone of proximal development. She was using but confusing consonant changes, vowel

changes, and Latin-derived suffixes. She had little concept of silent/sounded consonants and

assimilated prefixes. Karli’s instruction should start with consonant changes, vowel changes, and

Latin-derived suffixes.

The DSA is an invaluable tool for teachers to aid in gaining an understanding of the

students’ orthographic knowledge. The data gleaned from the assessment can be used to drive

instruction by determining what spelling features the students have mastered, are using but

confusing, or struggling with. I plan to use the DSA in my teaching career to help assess my

students’ spelling level.


Student Word Features Known Word Features Used

But Confused

Begin Instruction (In

order of bullets)

Start with “used but

confused” and work to

unknown.

Briggs • (Demonstrates

some knowledge

of features)

• Initial and final

consonants

• Vowels

• Initial consonant

blends

• Ending consonant

blends • Short vowels

• Affricates

Andrew • Initial/final

consonants

• Affricates • Initial/final

consonant blends

and digraphs

• Short vowels • Short vowels

Aubrey • (Demonstrates

some knowledge

of features)

• Long vowels (-

VCe)

• R-controlled

vowel patterns • Abstract vowels

• Long vowels (-

VCe)

• R-controlled

vowel patterns • Abstract vowels

• Common long

vowels

• Complex

consonants

Gillian • (Demonstrates

some knowledge

of features)

• Long vowel

patterns (stressed

syllable)

• Unstressed

syllable vowel

patterns

• Long vowel

patterns (stressed

syllable)

• Unstressed

syllable vowel

patterns Doubling

& e-drop with • “ed” and “ing”

• Other syllable

juncture doubling

• R-controlled

vowels (stressed

syllables

Karli • (Demonstrates

some knowledge

of features)

• Consonant

changes

• Vowel changes • Latin-derived

suffixes

• Consonant

changes

• Vowel changes • Latin-derived

suffixes

• Silent/sounded

consonants

• Assimilated

prefixes















References

Ganske, K. (2014). Word journeys: assessment-guided phonics, spelling, and vocabulary

instruction. New York: Guilford Press.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words Their Way: Word

Study for Phonics, Vocabulary, and Spelling Instruction (Sixth ed.). Upper Saddle River,

NJ: Pearson Education.

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Running head: THE DEVELOPMENTAL SPELLING ANALYSIS 1mullinsstephenson.step.hollins.edu/.../2017/02/DSA... · Running head: THE DEVELOPMENTAL SPELLING ANALYSIS 1 THE DEVELOPMENTAL SPELLING