Improving the Spelling Ability of Grade 3 Learners through Visual Imaging

Rikka Marie B. De Lara, Aira Jean N. Yaon, Rizalyn J. Matin, Cristal Mae Taruc
College of Education
Bulacan State University – Bustos Campus

I. Introduction
Spelling in written language is the choice and arrangement of letters that form words. It is
a combination of different sounds to form a comprehensible word. Therefore, in order to spell,
one must know on how letters are individually represented, on how they are arranged and on
how they are joined to form comprehensive sounds (Norquist, 2014). During the time where
traditional classroom set up is widely used, spelling skills were highly valued and widely taught
in schools, this includes weekly lists, drill exercises, and low- and high-stakes spelling tests. In
the early 21st century, the importance of teaching spelling skills slowly became unprioritized
(Pan, 2021). In addition to this, when pandemic hits the world, one of the fields that suffered
most is the field of education. Teachers, who are professional educators find it hard to track if
their students are really learning the skills and competencies that students need to acquire. As a
result, as the face-to-face classes happened again, there are students who really have poor
literacy skills, and that include skills in spelling. It is hard for primary schoolers to learn such
skills, especially because they are just learning from their modules. It is not guaranteed that the
parents really find time or have time tutoring their kids about the lessons and especially in
improving the spelling ability.
Researching and producing intervention in improving the spelling ability of students is a
continuing concern in the field of education. Nowadays that our literacy skills are not much
nurtured due to technological advancements and due to the rise of artificial intelligence, and
today where the quality education falls due to pandemic, there is a need for action in this matter.
This present research is the key to do further probing and to draw solutions and best intervention
to overcome spelling difficulties. In line with this, the fact of the matter is spelling is one of the
essential components of successful writing. Without spelling skills individuals will struggle with
their writing, and as former Associate Professor of Education Dr Peter Westwood (2013),
suggests their literacy level will inevitably be judged by others in terms of their ability to spell
words correctly. Spelling is a language ability and several linguistic awareness skills serve as its
foundation (Masterson & Apel, 2013). These skills include phonemic awareness, orthographic
pattern awareness, and morphological awareness. Phonemic awareness is the ability to
consciously consider and manipulate speech sounds. In addition to these linguistic awareness
abilities, spelling also relies on the ability to construct clear and accurate mental graphemic
representations or mental images of written words, stored in long-term memory (e.g., Apel,
2012).
However, improving the spelling abilities of Grade 3 learners also presents a challenge to
them. Spelling can be a source of great frustration for a child who is learning how to read and
write. But when difficulties persist beyond the first few years of school, a language-based
specific learning difference could be the cause of the trouble. Nevertheless, there are
methodologies and strategies that can be used to effectively improve the spelling abilities of
learners. One of the methods that were used by previous researchers is a method called “The
Dicker Reading Method.” which involve in focusing to improve their spelling ability. In this
method, the author focuses on steps on how to improve the spelling ability of the Grade 3
learners. Dicker stated that “Learning is to make spelling fun and writing interactive.” That is
why he made the Dicker Reading Method, list of practical and simple tips that will help you to
get started. However, this present research will explore and will propose other methodology that
will improve the spelling ability of students. Also, previous literatures and studies focused on the
benefits of mastering the spelling ability. Other focused on knowing the causes of having
spelling difficulty. Meanwhile, the present research will focus on acting or executing the
researched solutions, intervention, and recommendations on the research problems.
In 2012, Freeman’s study, when a child’s spelling ability falls below that of same-age
peers, it can undermine his or her confidence and result in poor performance at school. It may
affect both the amount a student writes and the complexity of their written work. The tragedy is,
that spelling is a somewhat superficial element of writing and with the right coping strategies and
classroom accommodations, spelling challenges can often be overcome. With that fact, the
researchers aim introduce visual imaging teaching strategies as intervention to spelling
difficulties. After a spelling intervention, the individual will have become able to use spelling
techniques to improve progress in spelling tasks, reading and literacy in general. (Manchester,
2014).
In Liciada Elementary School, there are learners who experience low spelling ability
skills. These cases are more on the Grade 3 learners who are the so called “Pandemic
Learners/Students.” Thus, the general objective of this study is to identify the strategies used by
teachers in the process of teaching language learning to correct spelling difficulties in 3 rd grade
students. There are specific problems which are aimed to be answered in this research: How
may the spelling skills of the respondents be described? How may the intervention material score
be developed? Is there a significant difference between the scores of the students before and after
the implementation of the intervention material? How may the experts describe the evaluation of
the intervention material?
This study aims to focus on Improving the spelling abilities of Grade 3 Learners with the
use of Visual Imaging Techniques as the intervention. This study will be conducted at Liciada
Elementary School, Bustos Bulacan.
II. Literature Review
This presents discussion on literature, related studies. It includes the ideas and
generalization. It helps in familiarizing information that is relevant and similar to the present
study.

According to, Chen and Greenwood (2021), research has repeatedly demonstrated that
parents/guardians’ engagement in their children’s education greatly impacts students’ learning
(e.g., Lusse, Notten, & Engbersen, 2019; Pushor, 2012). Thus, parents’ and/or guardians’
supervision and guidance at home are crucial in learning during pandemic. Moreover, because
learning is taking place in the home, teachers need to consider that the level of support students
receive varies. Some parents may work from home or the office, therefore students may need to
complete a portion of the activity independently. Depending on students’ levels, teachers should
differentiate activities. For instance, students who were not ready to spell yet can be given
activity that allows them to draw pictures of the items they found. For more advanced students,
there should be provided activity which is more challenging by increasing the number of items
they needed to find for each letter of the alphabet. Nevertheless, concurrent effects on the
economy make parents less equipped to provide support, as they struggle with economic
uncertainty or demands of working from home. Furthermore, survey evidence suggests that
children spend considerably less time studying during lockdown, and parents or guardians with
low literacy skills and low educational attainment find it hard to help their students in their
studies contributing to the learning loss of students during pandemic (Engzell, Frey, & Verhagen,
2021).
Lina Awshee, a Certified Occupational Therapy and a Pediatric Vision Therapist, agreed
that visualization helps in teaching spelling to students. Based on her experience in dealing with
children, students can remember the spelling of the words if they associate it with images. It
stimulates areas of their brain and their visual system. Instead of simply seeing words, their
brains turn these words into images, and they can retrieve it faster (Awshee, 2020). Researchers
assert that spelling is a natural process and emphasize the significance of creative writing and
innovative spelling practices integrated into whole-language curricula. However, there is a dearth
of evidence supporting the effectiveness of a spelling method that is solely naturalistic. In
general, evidence suggests that incidental learning combined with direct instruction is best for
students who struggle with spelling. As a result, this study was conducted to create a visual
imagery curriculum for Grade 3 students by balancing explicit instruction in specific spelling
abilities (i.e., visual imaging tactics) with activities that fully engage students in real reading.
Studies that are against using visual teaching methods to teach spelling contend, among other
things, that learners who prefer auditory learning will not gain anything from using a visual
method. This empirical study also looked at a potential link between preferred learning
techniques and spelling proficiency.
 According to Johnson and Sears (2015), “Visual imagery is an important factor in
spelling performance and retention, particularly when coupled with appropriate imagery
suggestions that serve as visual memory locations for the visual code.” In support, visual
imagery programme for Grade 3 learners through compromising between direct instruction in
specific spelling skills like visual imaging strategies immerses learners in meaningful authentic
reading activities (Standen, 2011).
According to Curzan, A., & Adams, M. (2012), at this time words like knight really were
pronounced the way they are spelled, The I sound was more like the sound in “bit.” So, back
then, knight the warrior and night the opposite of day were not homophones, like they are today,
but they still rhymed. Later, over a few hundred years and ending during the seventeenth
centuries, people started pronouncing almost all the English vowels differently. This change is
noticeable to scholars, partly because it occurred just after spellings had started to become
standardized, so there's a name for it: The Great Vowel Shift. By the end of the shift, words like
mouse and house that had been pronounced like “moose” and “hoos,” started sounding like the
we say them today: mouse and house. But since spelling had become more standardized, the
spellings stuck even after the pronunciations changed.

According to Fromkin, V., Hyams, N., & Rodman, R. (2014). The way in which letters
are arranged in sequence to produce the pronunciation of a word is referred to as spelling or
orthography. In some languages, such as Spanish, the correspondence between the letter and the
sound is straightforward as each letter or letter combination almost always represents one certain
sound. For example, compare the Spanish maleta with its English equivalent suitcase. The
pronunciation of the vowels an and e in the former remains relatively constant across words,
whereas that of u, i, a, and e in the latter is far from being stable across the English vocabulary,
the largest and richest of all languages.
According to Calaway, McDaniel, and Mason (2013) found out that the worst spelling
came from those who received formal spelling instruction unrelated to reading and writing.
Efforts by leaders in the field are now being made to inform educators of the effective spelling
strategies which can be used to enhance spelling transfer. Recent research supports John Dewey's
insights that learning to spell is a developmental process and it involves thinking, not just rote
memorization (Gentry, 1987). Gentry (1987) has identified the following developmental stages:
prephonetic, early phonetic, phonetic, transitional, and correct, that a learner passes through as
they learn to spell. Also, researchers state that teaching spelling needs to be integrated into every
aspect of the curriculum (Hong & Stafford, 1997).
According to Puspandari (2017), the concept of spelling has been defined differently over
the years. Defines spelling as a process of representing the spoken language in a written form
that consists of a sequence of letters composed to form words in their generally accepted usage.
On the other hand, Mpiti (2012) defines spelling as a process that encompasses a number of
skills: phonological, morphological, syntax and semantic knowledge, as well as the ability to
formulate words based on visual memory along with applying the orthographic rules. Moreover,
Perveen and Akram (2014) define spelling as the method for writing words in their correct and
acceptable forms. In other words, it is a process of assembling the letters of a given language in
Arab World English Journal, World English Journal (AWEJ) Volume 10. Number3 September
2019 Spelling Problems and Causes among Saudi English Language Altamimi &
Rashidaccordance with their correct sequence according to the official orthographical rules of
that language otherwise; it would be viewed as a spelling error.
According to Ahmed (2017), views spelling as a linguistic method that deals with
phonemic orthography. In other words, spelling is the process of word formation by representing
the oral language by using the conventional, accepted individual letters according to the rules of
that language. According to Johnson (2008), spelling is the act of recognizing or mimicking oral
or spoken words by the equivalent correct sequence of letters taking into consideration
phonological and alphabetical skills and knowledge. Spelling accuracy is not a natural ability,
but it is a skill. In fact, one study has shown that spelling is more important than reading because
it requires both the mental processes of retrieving phonemes and graphemes from memory.
Teachers should help their students to understand why knowing how to spell and using spelling
strategies are important for teaching, so that the students they can easily understand the word.
According to Gentry and Routman (2012) Even if children are involved in reading and
writing with numerous opportunities for practice and experimentation, many researchers believe
that this approach will work for some students, but not for all students learning how to spell.
Students still need spelling strategies to be made available to them. Teachers need to provide
guided practice and help students discover and notice features of words. Research suggests that if
teachers don't teach those skills and strategies together, there will be a lack of spelling transfer
between reading and writing.
Related Studies
This section will explain the review of related studies used in this research to authenticate
the concepts and information found in this study.
Foreign
Research by Daffern and Ramful (2020), designed and validated a new pseudo-word
dictation test (labelled the Components of Spelling Test: Pseudoword version) to measure three
spelling components underpinning Standard English: phonology, orthography and morphology.
Teachers can use their instrument to screen students with difficulties in spelling and resultantly
plan for targeted instruction in school contexts. It can also be used as a measure of spelling
ability for experimental, developmental, and correlational research purposes. It fills a gap in
spelling ability research literature by providing the first pseudo-word metric to assess 8- to 12-
year-old students' phonological, orthographic and morphological spelling skills. This previous
study focuses on the assessing the spelling ability of students. While the present study focuses on
providing intervention on improving the spelling ability of the students.
According to Diane Henry Leipzing (2013), word study provides students with
opportunities to investigate and understand the pattern in words. Knowledge of this pattern
means that students needn't learn to spell one word at a time. Of course, for every rule there are
exception that threaten the rule. Students learn, though, that spelling patterns exist and that these
patterns help to explain how to read, spell, and write words.
According to Jeffrey S. Bowers & Peter N. Bowers (2017) The conclusion that phonics,
or the teaching of grapheme-phoneme correspondences, should be prioritized in early reading
education in English is supported by a substantial body of research. Instead, they contend that
instruction should be structured to help students understand how morphology, etymology, and
phonology work together to order spellings. By forming and testing ideas about how children's
spelling systems operate, literacy can be taught as a scientific subject. Then, we identify key
issues with both theory and statistics after reviewing the reasons put forth in favor of phonics.
Second, we study English spelling linguistics and demonstrate that spellings are incredibly
logical provided all pertinent sub lexical limitations are considered. Third, we present theoretical
and empirical evidence to support the premise that training should focus on all cognitive skills
required to comprehend the logic of the English spelling system.
According to Peters (2014), he stated that handwriting can be a vital factor in influencing
good spelling and argues that the teaching of groups of letters through joined script reinforces the
child’s concept of the serial probability of letters within words. She argued that: “There is no
question that children with swift motor control write groups of letters...in a connected form and
this is the basis of knowledge about which letters stick together. This is the crux of spelling
ability, for handwriting and spelling go hand in hand.”
According to Ashlee Lundberg Apr. 2022 the program described in this study uses
efficient teaching techniques to help students become better spellers. These researchers
concentrated on the solution of using various instructional strategies, particularly using the
instructional strategies of breaking words up into parts, morning messages, personal dictionaries,
word banks, word sorts, and word walls. The literature review of solutions named these
categories: moving away from simple memorization, supporting students with freedom to take
risks in spelling, and using various instructional strategies. Assessments that show spelling
problems in written work and spelling exams, as well as a teacher survey on spelling instruction
tactics not in line with best practices in spelling, were used to illustrate the issue of applying
spelling abilities to everyday written work.
Local
According to Butch Hernandez (2012) Every teacher that I've spoken to fully appreciates
MTBMLE's promise of genuine literacy. For these teachers, teaching a child to read in a
language that he or she already know is really a no-brainer. Yet these same teachers find it
frustrating that they do cannot move a forward as much as they would like because they do not

have the reading materials they need.

According to Tanya Santa Angelo (2014) even though spelling is crucial for both writing
and reading, there is much disagreement on the ideal way to learn spelling. Some academics
have suggested that spelling instruction should not be given directly or formally since it is
ineffective and inefficient throughout this century and nearly the entire previous one. To address
these assertions, we carried out a thorough meta-analysis of experimental and quasi-experimental
investigations. The 58 effect sizes (ESs) from the corpus of 53 studies in this review, which
included 6,037 students in kindergarten through 12th grade, were used to address eight research
questions about the effects of formal spelling instruction on spelling, phonological awareness,
reading, and writing performance.
According to Luis Nunes (2006), he stated that through emphasizing the letters represent
the sounds of English language. According to her, students need to access sounds in order to
know what letter stands for. Thus, knowing the strands of letters for a specific sound, a learner
can have that ability to write its correct word accordingly.
The University of Diliman (2012) defined phonetics as the science where all aspects of
speech are considered and investigated. These aspects are on how speech is produced using our
speech organs, what are the properties of speech sounds in the air as they travel from the
speaker's mouth to the ear of the listener, and, finally, how we perceive speech and recognize its
structural elements as certain linguistic symbols or signs. To simplify, it is the branch of
linguistics that deals with the sounds of speech and their production, combination, description,
and representation by written symbols.
The BBC Learning English (2015) noted that the spelling of a word is not always a basis
to how it is pronounced. Similarly, how to pronounce a word is not always credible in finding
out how the word is spelled. This means that the number of sounds in a word is not always the
same as the number of letters.
According to Hernan Gagen (2013) he stated that the letter of the word follows the
process of spelling where students base their orthographic structure on converting the sounds
from spoken word into print is an approach of spelling phonemically. He also emphasizes that if
learners learn to ‘spell’ words based on phonemic processing, then, there is a gentle
improvement in their spelling ability. There are English words that are spelled in such a way that
is different on how they sound. Second language learners find these words critical and confusing,
hence, difficult to spell.
According to Gina Navez (2013) some English words have an established inconsistent
symbol-sound relationship. She also confirmed that in English language system, spelling is one
of the fundamental sub skills of effective written communication. It is critical to both reading and
writing processes. She also revealed that how-to-spell is students correct written representation
of his or her language. Hence, she suggested the six foundations for spelling success and how to
strengthen spelling skills. In his sixth foundation, she mentioned that English spelling are
specific and tricky. Thus, accurate spelling can be tricky and does require remembering which
spelling pattern is used within certain words.
According to Liza Villamor, action research of Hub Pages (2015) supported that the
students in their country have very little understanding of the phonic and spelling system in
English, thus, needs proper guidance in reconstruction of words during instruction. It has stated
that the students mainly rely on memorization, and tend to forget any spelling, without clue on
how to rebuild it.
According to Susan Jones (2012), Learning and spelling helps the connection between
the letters and their sounds and also learning high frequency "sight words" to mastery level
improves both reading and writing. The correlation between spelling and reading comprehension
is high because they are both depend on a common denominator. The more deeply and
thoroughly a pupil knows a word, the more likely he or she is to recognize it, spell it, define it
appropriately in speech and writing.
According to Williams (2014) an alternative theoretical approach that can be seen within
the school system is that the constructivist approach. This style of teaching focuses on the
information or knowledge that is external such as the pupil requiring direct instruction in order to
learn.
The literature, therefore, shows that the foreign studies, it focuses on providing
intervention on improving the spelling ability of the students. It was stated that Students learn,
though, that spelling patterns exist and that these patterns help to explain how to read, spell, and
write words. While on the other hand the local literature found out that teaching a child to read in
a language that he or she already know is really a no-brainer.
III. Methods
Methods and Techniques of the Study
This action research employed action research through quantitative research design since
the main purpose was to determine the improvement and effectiveness of the intervention
materials for selected Grade 3 students. According to SIS International Research, quantitative
research is a structured way of collecting and analyzing data obtained from different sources.
Quantitative research involves the use of computational, statistical, and mathematical tools to
derive results.
The researcher used pre-test and post-test designs where measurements are taken before
and after the intervention materials used. The research alternatively followed a one-group pre-
test and post-test design to still gather the data needed. This study conducts within a topic and
measure the effectiveness of the intervention materials.

Population and Sample of the Study

The researcher opted for the Liciada Elementary School. The population referring to our
study has constituted the students of the Third Grade of the Primary Level. Composed of 30
pupils as the respondents of this study. The researcher mentioned the pupils who responded to
answer the intervention materials. This method helps the researcher know their weaknesses and
strengths were measured in the intervention materials to improve their spelling abilities. They are
the learners that need assistance in order to cope when it comes to the spelling performance of
students in the Grade 3 level. In this situation, students will fall short to follow and understand
based on the assessment of teachers to the performance of learners during spelling time inside
the classroom.
 The proposed intervention material in this research will be evaluated by (5) experts from
English teachers from different schools, 4 Science teachers, and one (1) school head.
Sampling Design
The researcher used simple random sampling method where the simple random sampling
method focused on selecting the respondents for being selected. The study was conducted in the
Liciada Elementary School of Bustos Bulacan presently enrolled in academic year 2022-2023.
The researcher has three choices to choose the respondents from the three sections of Grade 3
students which is the section A, B, and C. The researcher chooses the respondents of this
research are the populations of the maximum 30 selected students from the Grade 3 of section C.
According to Lauren Thomas (2020) the sample random sampling is a random selected
subset of a population. The sampling method, each member of the population has chance of
being selected. This method is the most straight forward of all the probability sampling methods,
since it only involves a single random selected and requires little advance knowledge about the
population.
Research Instruments
To achieve the necessary data, the researchers will create pre-test and post-test
intervention materials that focus on the Spelling Ability of the Grade 3 students through Visual
Imaging.
To evaluate the Strategic Intervention Material (SIM) made by the researchers, the
experts will have to answer the standard questionnaire from the Department of Education
(DepEd) on a five-point Likert Type Scale where: 5 = Excellent; 4 = Very Good; 3 = Good; 2 =
Fair Poor; and 1 = Very Easy.
The strategic intervention materials were approved by our adviser in this study. It's
required answering by the Grade 3 students Section 1 with a total of 30 students at Liciada
Elementary School. The researchers designed this study to measure if the Spelling Ability of the
students improved before and after the test.
The researchers ask the permission of the School Principal to have a piece of advice on
how to answer strategic intervention materials for Grade 3 students that focuses on Spelling
Ability through Visual Imaging.
Data Gathering Procedures
In the data gathering procedure, the researcher seeks the permission of the principal of
Liciada Elementary School by submitting the request letter to conduct a study. After the first
procedure, the researcher seeks permission from the parents of thirty (30) selected Grade 3 pupils
of Liciada Elementary School.
For the second step, the researchers then prepared a twenty (20) item pre-test will be given
and ask the subject teacher to check and validate the questions. After the validation, the 20-item
pre-test was administered to thirty (30) selected pupils. After the pre-test, the scores will interpret
the results of the pre-test.
 The researcher decided to use Strategic Intervention Materials (SIM) to address the
problem. The strategic intervention material is a module-type wordbook that consists of
questions, and meanings. The SIM was designed based on the standard criteria set by DepEd.
The researchers consulted the subject teacher instructors of BULSU to check the proposed SIM.
In terms of content, layout, grammar, usage, and appropriateness of the suggestions.
In the next step, the researcher administered the intervention materials to the Grade 3 pupils
for 2 weeks. While the researchers waited for the pupils to answer the SIM. The researchers ask
the permission of ten (10) experts to evaluate the module as a part of the instrument for
collecting data. The five (5) experts from different schools are a teacher in Mathematics, three
(3) English teachers, one (1) Science teacher, and one (1) school head.
For the last step, the post-test was administered to pupils. The data from the pre-test and
post-test were examined and compared if the SIM were effective in the academic achievement of
the learners. Afterwards the results of the pre-test, post-test, evaluated by the experts were
checked, tallied, tabulated, as well as subjected to statistical treatment and findings of the study.

Ethical Considerations
This study will consider certain ethical issues. It was believed that ethics is the keystone
to enunciate the quantitative research. One of the most important part s in conducting research
with human subjects is to obtain the informed consent. Through this, the participants will be
fully informed regarding the study and the given informed consent form.
On the other hand, their response will be treated as confidential and will use only on
academic purposes. According to Eide and Kahn (2008), it is integral that the participants should
be protected from harm and that vulnerable population will not be exploited.
In addition, to avoid plagiarism and copyright, the data and the existing data that will be
gathered from the internet must be cited on the references and will be used only for the purposes
of the research study or topic.
Lastly, all the data that will be collected such as the consent form, survey form, names of
the participants, analyze data and other confidential information will be kept in a secure place
and will be disposed over time. Assuredly, anonymity, and respect for the participants and the
site will be the primary concern and priority of the researchers all throughout the study.
Data Analysis

Standard Deviation - This was used to measure variability of the BEED students score in pre-

test and post-test.

T-Test - When determining if there is a significant difference between the pre-test and post-test,

P-value of the test administered to the students before and after using the intervention material.
This was taken into account when calculating the statistical significance of the hypothesis test
results.
The Likert-Type Scale will evaluate the effectiveness of the Primer's headings, writing, page
design, typeface, mechanism, and visual emphasis. Each item is graded on a scale from 1
(Strongly Disagree) to 4 on a four-point scale (Strongly Agree)

Data Processing and Statistical Treatment

The information received from the questionnaire was collated and examined using
numerical development The researchers' statistical methods were as follows:
Percentage - In this study, it is utilized to estimate the proportion of the population that is the
poll-takers.
Mean - The average pre-test and post-test scores of the BEED students regarding their selected
course were calculated using these results.

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