Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations

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Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. (2011, background): “, Adams, 1990; Ehri, 1987), and such instruction commonly involves copying or writing individual words (Graham et al., 2008).”
The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge (2010, background): “Historically, spelling instruction has not received much attention and typically has involved memorization of weekly word lists (Graham et al., 2008).”
Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan (2009, methodology): “Thus, there were some teachers who devoted little time to writing or writing instruction (Cutler & Graham, 2008), and almost 40% of teachers made few or no adaptations for struggling writers (Graham et al., 2003; Graham, Morphy et al., 2008).”
Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, background): “…have revealed that teachers make few substantial adaptations (e.g. diversifying the curriculum, modifying materials, and altering the grading criteria) in order to match students’ abilities in regular classrooms (Graham et al. 2008; McLeskey and Waldron 2011; Scott, Vitale, and Masten 1998).”