3-5-10-15 Method for Spelling

Description of the Strategy

The 3-5-10-15 method, also known as the write-say method, is a classroom-based procedure designed to improve children's academic performance in key areas such as spelling. The technique is based on the premise that some children, particularly those with learning disorders, benefit from feedback to two or more sensory modalities (e.g., sight, hearing, and touch). In essence, the technique is designed to improve upon traditional forms of learning such as simple memorization and studying.

The procedure begins by evaluating a child's spelling performance over a period of at least 2 weeks. During this time, a teacher and relevant others assess the child by assigning to the child 10 spelling words on a Monday morning and testing the child on these words the Friday afternoon of that week. The words should be those typical of a particular child's grade level. During the week, the child is instructed to study the words as he or she normally would. This may involve, for example, a predetermined study time in class or memorization at home. The child's performance on the Friday tests serves as the baseline measure. The 3-5-1015 technique is typically used when a child is failing or clearly not performing to his or her expected level with respect to spelling or when it is determined that a child would significantly benefit from added procedures.

Following baseline, the child is again given a list of 10 words (always different ones from week to week) on a Monday morning. At some point during that morning, the child is allotted a specific amount of time (e.g., 30–60 minutes) to study the words. At some point in the afternoon, the child is given a practice spelling test in which the teacher verbally presents a word and the child writes it on paper. Immediately following the test, the teacher and student examine the test and mark any misspelled words. The child is then instructed to write all misspelled words three times while saying the word aloud. This allows the child to see the word, hear himself or herself speak the letters in sequence, and physically feel how the letters and words are formed. In this way, feedback is provided to multiple sensory modalities. The child is then instructed to take the words home for further study.

The following day, Tuesday, the child is given a second practice test in the afternoon, using the same words assigned from the day before. This practice test may or may not be preceded by a regular spelling study time in the morning. Again the test is administered and the teacher and student examine it afterward for errors. This time, any misspelled word is rewritten and said aloud five times. Again, this is later followed by home-based study.

The procedure for Wednesday is identical except that misspelled words are rewritten and said aloud 10 times. The procedure for Thursday is also identical except that misspelled words are rewritten and said aloud 15 times. Following a final study period on Friday morning, the child is given a formal spelling test (i.e., one that will count toward his or her spelling grade) that afternoon. Immediate feedback to the child regarding his or her performance is recommended. The entire procedure is repeated the following Monday with a new list of words.

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