The Effect of Word Game Play on Spelling

Document Type


Session Format

Graduate Research Poster (pre-recorded oral presentation | virtual)

Publication Date


Faculty Advisor

Kim Muschawek


Special education students have learning gaps that need to be addressed, and one of these is spelling. While spelling is a valuable skill, many middle schools do not explicitly teach spelling. Games can be an efficient teaching strategy as they improve student engagement and attitudes toward learning. The purpose of the present study was to examine the effects of daily word game play on the spelling of sixth grade students served in an interrelated program. For the purpose of this study, the researcher recorded student errors on short vowel sounds, beginning and ending digraphs and blends, long vowel sounds, and unaccented final syllables. Following baseline data collection, the participants engaged in daily game play where they had six chances to guess a five-letter word. The purpose of this intervention is to answer the question: Will the implementation of playing a word game improve spelling skills in sixth grade special education students with a reading and writing goal in their IEP?