Personalised & Individualised Spelling Instruction: Why It Matters and What the Research Shows
Introduction
Traditional spelling practice often uses the same word list for an entire class. This means some children may be working on words that are too easy, while others struggle with words far beyond their current ability - neither of which supports effective learning.
Spellings for Me takes a fully personalised approach: every student receives a weekly list of words that are just right for them - precisely at their current level of spelling development. This individualisation is backed by a robust base of research showing that tailored instruction enhances spelling ability, increases engagement, and accelerates literacy growth more effectively than one‑size‑fits‑all programmes.
How Spellings for Me Does It - The Personalised Pathway
Placement Assessment:
A student logs in and completes a placement test. This determines their starting point within the programme, ensuring they begin at a level that reflects their actual ability. This reduces frustration from tasks that are too hard and boredom from tasks that are too easy.
Error‑Driven Spelling Lists:
After the placement test, the child continues to take regular spelling assessments.
Only the words they spell incorrectly become the words they learn. These become the student’s personalised list for the next weekly cycle.
Tailored Weekly Progression:
Each week, the system builds a unique list of 12 words based on the mistakes the child made no more, no less. Students learn what they actually need to learn, not what a pre‑set curriculum expects them to know.
Continuous Adjustment:
As students master words and advance through cycles, the lists adjust automatically based on performance. This creates a dynamic learning path tailored to each individual.
Why Personalised Spelling Matters - Evidence from Research
1. Individualised Instruction Improves Learning Outcomes
Numerous studies demonstrate that instruction tailored to a student’s specific skill level produces higher achievement than whole‑class approaches.
Vygotsky’s Zone of Proximal Development (ZPD)
This foundational theory suggests that learning occurs best when tasks are pitched just beyond the learner’s current level but within reach with support. Personalised spelling lists use this principle: students are challenged, but not overwhelmed.
Tomlinson (2001) - Differentiated Instruction
Research shows that learners benefit when instruction is differentiated - meaning it responds to individual readiness, interests, and learning profiles. Personalised spelling ensures children practice words that are neither too easy nor too hard.
2. Targeted Practice Strengthens Memory and Transfer
Spellings for Me uses each student’s errors to create their next set of words. This aligns with research on error‑based learning, which shows that practice targeted at areas of difficulty improves retention and recall better than repeated practice of known material.
Bjork & Bjork (2011) – Desirable Difficulties
Practice that requires effortful retrieval (like learning words a student got wrong) leads to more durable memory than easy, repetitive practice.
Shrock & Coscarelli (1997)
Studies on spelling instruction indicate that corrective feedback - combined with focused practice on incorrect items enhances learning outcomes significantly.
3. Mastery‑Oriented Practice Leads to Higher Achievement
A personalised spelling programme like Spellings for Me supports a mastery learning approach, where practice continues until mastery is demonstrated - not until a classroom timetable says it’s time to stop.
Bloom (1984) — Mastery Learning
Research shows that students who receive instruction and practice tailored to their pace and proficiency consistently outperform those in traditional settings.
Guskey & Pigott (1988)
Personalised intervention is a strong predictor of improved achievement and closes gaps between lower and higher achievers.
4. Engagement and Motivation Increase with Individualisation
Students are more engaged when they see the relevance and attainability of their learning goals.
Deci & Ryan (2000) — Self‑Determination Theory
Learners are more motivated when they experience competence (feeling successful), autonomy (ownership of learning), and relatedness (tasks that feel meaningful). Spellings for Me promotes all three through adaptive, personalised word lists.
Graham & Harris (2000)
Motivation plays a key role in literacy achievement. Personalised feedback and targeted practice sustain student engagement and self‑efficacy.
Personalised Spelling vs. Traditional Lists
| Traditional Spelling Lists | Personalised Spelling (Spellings for Me) |
|---|---|
| Same list for whole class | Custom list per student |
| Words may be too easy or too hard | Words are precisely at the child’s level |
| Memorisation focused | Diagnostic, error‑driven practice |
| Static | Dynamic and adaptive |
| Teacher guesswork | Data‑informed instruction |
Research overwhelmingly indicates that students learn best when instruction is responsive and tailored to their needs — not when forced to practice irrelevant or inappropriate material.
How This Supports Broader Literacy Development
Personalised spelling doesn’t just improve spelling accuracy - it reinforces:
✅ Word recognition and automaticity
✅ Vocabulary acquisition
✅ Reading fluency and comprehension
✅ Confidence and learner agency
✅ Transfer of learning to writing tasks
By focusing practice where it’s most needed, Spellings for Me accelerates literacy growth as children master the specific components of spelling that challenge them most.
Research References
Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One‑to‑One Tutoring.
Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Desirable difficulties in learning.
Deci, E. L., & Ryan, R. M. (2000). Self‑Determination Theory and the Facilitation of Intrinsic Motivation.
Guskey, T. R., & Pigott, T. D. (1988). Research on Group‑Based Mastery Learning Programs.
Graham, S., & Harris, K. R. (2000). The Role of Motivation in Writing and Spelling Development.
Shrock, D., & Coscarelli, W. (1997). Criterion‑Referenced Measurement.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed‑Ability Classrooms.
Summary
Personalised, individualised spelling instruction is not just a good idea - it’s well supported by research. When students learn exactly what they need, when they need it, their spelling performance improves faster, they stay more motivated, and they become more confident readers and writers.
Spellings for Me delivers this personalised approach through placement testing and adaptive weekly word lists - making research‑informed spelling instruction practical, effective, and easy to implement in the classroom.