Date of Conferral
4-20-2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Peter Ross
Abstract
The problem addressed in this basic qualitative study was that K–8 students in the western United States continue to experience spelling underachievement despite structured literacy interventions. Grounded in Bowers and Kirby’s structured word inquiry (SWI) framework, the purpose of this study was to explore educators’ experiences implementing SWI for spelling instruction with K–8 students in the western United States. Data were collected through semistructured interviews with 16 K–8 educators with SWI experience who were selected through purposive and snowball sampling. Thematic analysis using open and axial coding resulted in six themes. Findings indicated that educators perceived SWI as an effective, meaning-centered approach that improved spelling accuracy, increased student engagement, and supported broader literacy development. Findings also highlighted the importance of professional development, instructional support, and ongoing assessment for successful implementation. The positive social change implications from this study include literacy advancement for students along with providing evidence-informed approaches for policymakers and curriculum developers.
Recommended Citation
Skinner, Leah, "Educators’ Experiences With Structured Word Inquiry for Spelling Underachievement in K–8 Students" (2026). Walden Dissertations and Doctoral Studies. 19849.
https://scholarworks.waldenu.edu/dissertations/19849
