Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 With Reading and Spelling Difficulties: A Randomized Controlled Trial

Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies used a wide variety training methods. Questions remain about what type is most effective under which circumstances. In this study, we conducted randomized controlled trial evaluating effectiveness Structured Word Inquiry for teaches students logic English spelling system via in morphology etymology. Students grades 3 5 with reading were randomly assigned to receive either or comparison method involving robust vocabulary reciprocal teaching. Instruction was delivered by teaching assistants over course full school year. After training, there few differences between groups terms skills. found challenging deliver, likely impacted results. Our findings implications nature content spellers, future attempts scale up delivery interventions.