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Word Study for Phonics, Spelling, and Vocabulary Instruction (formerly Words Their Way™), 7th edition

Published by Pearson (July 7, 2023) © 2024

  • Donald R. Bear Iowa State University
  • Marcia Invernizzi University of Virginia
  • Shane Templeton University of Nevada, Reno
  • Francine R. Johnston University of North Carolina, Greensboro

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For courses in elementary reading methods (K to 8), supplementary reading methods, and phonics.

A hands-on, developmental approach to word study

Word Study (formerly titled Words Their Way™) illustrates how to integrate and teach phonics, vocabulary and spelling skills to all students. Guided by informed research of spelling errors and literacy behaviors, it offers a systematic, teacher-directed and child-centered plan for the study of words from kindergarten to high school. Emphasis is placed on knowing your students' literacy progress, organizing instruction, and implementing word study.

The 7th Edition features a new chapter on organizing word study, as well as new activities, progress monitoring materials and sample lessons.

Hallmark features of this title

  • Detailed background knowledge of 5 developmental stages describes what teachers can expect as students grow and develop their orthographic knowledge in each stage.
  • Step-by-step activities in each of the stage chapters provide detailed information about how to engage students in meaningful learning experiences that focus on developmentally-appropriate word features.
  • A collection of proven assessments, word lists, pictures and games, and classroom activities provides ways for students to examine, manipulate, and categorize words and experience vocabulary growth and spelling development in a way that is fun and engaging.
  • Suggestions for English learners clarify how to differentiate instruction based on students' language diversity.

New and updated features of this title

Engage in interactive word study with Word Study Digital

  • Word Study Digital allows teachers to keep track of students' spelling progress while engaging them in interactive word sorting. Features include:
    • Automatically scored qualitative spelling inventory (QSI) can generate student word study groups based on QSI results. Students can input spellings directly into the website, or teachers may opt to key in students' spellings from a paper assessment.
    • Over 130 interactive online sorts span all 5 developmental stages. Printable PDF sorts are also available.
    • Over 40 word study games and templates in printable PDFs are available for all developmental stages.
    • Data reporting and administrator oversight allows instructors and administrators to view and track student progress across multiple teachers' classrooms. Student assessment data can be viewed at the class and individual student level.

Keep your course current

  • NEW: Chapter 9 is all new and focuses on larger issues involved in organizing word study in the classroom.
  • REVISED/NEW: Activities help students build the skills they need to move on to the next developmental stage.
  • NEW: Progress monitoring and goal-setting materials are available in the Appendix and online to help teachers track student progress through each stage.
  1. Developmental Word Knowledge
  2. Getting Started: The Assessment of Orthographic Development
  3. Word Study Principles and Practices
  4. Word Study for Learners in the Emergent Stage
  5. Word Study for Beginners in the Letter Name-Alphabetic Stage
  6. Word Study for Transitional Learners in the Within Word Pattern Stage
  7. Word Study for Intermediate Readers and Writers: The Syllables and Affixes Stage
  8. Word Study for Advanced Readers and Writers: The Derivational Relations Stage
  9. Implementation of Word Study Instruction: Schedules, Routines, and Materials

About our authors

Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. A former elementary teacher, Donald currently researches literacy development with a special interest in students who speak different languages and he partners with schools and districts to think about how to assess and conduct literacy instruction.

Marcia Invernizzi is Henderson Professor of Reading Education in the Curry School of Education at the University of Virginia. She and her multilingual doctoral students enjoy exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia extends her experience working with children who experience difficulties learning to read and write in numerous intervention programs, such as Virginia's Early Intervention Reading Initiative and Book Buddies.

Francine Johnston is retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a 1st-grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a coauthor of many books, including Word Study for Phonics, Vocabulary and Spelling Instruction.

Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary.

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