Spelling as Part of the Writing Process in Intermediate-Grade Students

Supplemental Digital Content is Available in the Text. Spelling is an important skill that requires knowledge of phonology, morphology, and orthography, as well as strong visual memory. In this study, we introduce a spelling coding rubric that accounts for different knowledge types needed for spelling and can be used to describe error patterns for both encoding and decoding as part of the writing process. Eighty participants wrote a first draft and final copy of a narrative generated with extended time over 3 days. Spelling error patterns from these samples were coded using the spelling coding rubric, which was informed by prior research. Approximately 2% of words were misspelled, and the frequency of error types across error codes was similar on first drafts and final copies and required that all 15 error codes be applied to writing samples. Interrater agreement for coding errors was acceptable. The spelling coding rubric described the spelling error patterns in the writing samples while accounting for spelling knowledge in a usable way for educators. Clinical implications and future directions of this research are discussed.