Is Spellings for Me the Most Research-Informed Spelling Programme?

At Spellings for Me, we are often asked whether our programme follows the most up-to-date research in spelling development. The short answer is: yes and we believe it may be one of the most research-informed spelling programmes in the world.

Here’s a breakdown of where we stand, what the research says, and what’s next for us.

✅ 1. A Truly Individualised Approach to Spelling Instruction

We start with a placement test, then generate weekly word lists tailored to each student’s level - based solely on words they haven’t mastered yet. This model is backed by strong research:

Individualised spelling instruction leads to greater gains in accuracy and retention than traditional one-size-fits-all lists (McKenna et al., 2013; Graham et al., 2002).

Students make more meaningful connections when learning is personally relevant and appropriately challenging.

Our approach ensures that every child is working on the words they need, not simply following the same list as the class.

✅ 2. Explicit Instruction in Spelling Rules & Phonological Concepts

Most teachers through no fault of their own never received explicit instruction in phonics, spelling rules, or morphology themselves. That’s why our Video Lessons are designed to close that knowledge gap.

They teach key phonetic concepts and spelling rules, using clear visuals and explanations.

Every lesson includes an accompanying worksheet, helping students apply the rule in context.

Why it matters:

“Explicit instruction in spelling generalizations improves spelling performance, especially when rules are taught in meaningful contexts.”
(Berninger et al., 2002; Moats, 2005)

✅ 3. Morphology & Etymology Instruction

Our third pillar is the teaching of morphology and etymology - affixes, roots, and word origins. Research is clear:

Morphological instruction improves spelling, vocabulary, and reading comprehension (Bowers, Kirby & Deacon, 2010; Carlisle, 2010).

It is especially powerful for struggling readers and upper primary students, who benefit from recognising patterns and meanings across words.

Our Morphology & Etymology section is integrated into both the student and teacher dashboards to ensure it becomes part of regular instruction.

So, What Are We Missing?

While we strive to cover all research-backed bases, we believe in transparency. Here are areas we're aware of and are continuing to explore:

Handwriting/Orthographic Mapping: We cover some through our workbook activities, but could expand further.

Word Sorting and Pattern Discovery: More resources around pattern sorting and categorisation (e.g., word sorts by phoneme/grapheme) may add value.

Spaced Retrieval and Interleaving: While built into our testing cycle, these could be made more explicit for teacher understanding.

These are not gaps in quality, but areas of potential future development and we’re already working on them.

So, Are We the Most Research-Informed Spelling Programme?

We’ll let the research — and the results in over 1,800 Irish primary schools — speak for itself. But based on current evidence, Spellings for Me offers:

Personalised instruction ✅

Morphological teaching ✅

Video-based rule instruction ✅

Strong assessment feedback loop ✅

Consistent engagement ✅

And most importantly, we’re still evolving - always listening to feedback and keeping the research at the centre of everything we do.

Questions or Ideas?

We welcome collaboration. If you have ideas, insights, or feedback, let us know. Together, we can ensure every child becomes a confident, capable speller.