Weekly Spellings - recent research and how to maximise efficacy?

[BootleBumtrinket1]

Our school gives 30 spellings a week. They are grouped into three levels of ability but the pressure is on to do them all. They are often random words with no relevance to their current work. They are then given a basic spelling test - not asked to use them within context.

I am really unhappy with this system. Selfishly, it is hard to get my child to do them - there are SEN, but also I think it doesn't encourage anything other than short term learning. I very much doubt three weeks later most children would spell the level 3's correctly. Other parents have said the same thing.

Most parents from other schools I have spoken to have fewer spellings but kids are asked to use them within a sentence. This makes far more sense to me. Also, telling kids not to try the higher level if they are struggling to learn them all seems counterproductive, I think doesn't encourage them to stretch their vocabulary. It also means they will never do well on these tests as they are marked out of 30. This will not motivate those who already struggle.

I have read on here that recent research shows weekly spelling tests to be of little use but can't find this research online. Can anyone point me in the right direction? If there is any to show 10-15 words per week used regularly in class is a far better method, that would be brilliant to!

I want to raise this issue diplomatically with the school but want to back it up with research.

Thank you!

Are the children not advised how many of the 30 to learn?

Our school uses a similar system, but only 20 words, split into 5 groups.

The children are advised on how many they are to learn based on their spelling ability. E.g. the children with SEN may only be expected to learn 5. And they will have the same reward for getting their 5 right as a child who should be learning 30 because they have a high spelling age would for getting all their right.

TBH, the problem I find with the system is the opposite of what you describe. In our school, it is the parents who push for the children to learn more than we suggest. And when I've tried to suggest that the learn fewer, but better, it is met with dissatisfaction. They want their child to learn as many as possible - preferably all.

I know what you mean about the parents 2kids. In some ways I wonder if I am a little like that. He has a great vocabulary, the best in class I have been told, but his writing and spelling are appalling so I work really hard with him to try to improve the spellings. I was told by his teacher last year he should be doing them all but there was just no appreciation of how much work, and stress, this created. Not that it ever shows in his written work you understand...

If they were told what to learn, and tests marked out of that amount, it would make perfect sense but they aren't and it's not!

My DD's private school has abandoned spelling tests and spent more time emphasising spelling rules. They have been doing this for three years now and have seen a considerable improvement in average spelling ability as assessed by CAT and PIPS tests.