Many elementary students perform well on weekly spelling tests but struggle to apply those same words in their everyday reading and writing. This article explores why spelling and phonics instruction often feel disconnected in classrooms and how that disconnect affects children’s literacy development. Using a classroom vignette, teacher perspectives, and research, we argue for integrating spelling into meaningful reading and writing experiences. We share practical, classroom-ready recommendations—including word study, morphology instruction, games, and authentic writing—to help teachers make spelling purposeful, engaging, and transferable.
Author Bio
Dr. Meghan K. Block is a professor in the Teacher and Special Education department at Central Michigan University, where she teaches literacy courses to both undergraduate and graduate students. She also serves as the director of CMU’s Master’s program in Reading and Literacy. Passionate about advancing literacy education, Meghan actively supports statewide initiatives and provides professional development to educators across Michigan, with a focus on early literacy instruction. Before entering higher education, she taught kindergarten, first, second, and fourth grades, bringing years of classroom experience to her current work.
Dr. Kristen L. White is an Associate Professor at Central Michigan University. S/he/ is interested in equitable literacy instruction, curriculum materials, and family engagement. S/he can be reached at white19k@ cmich.edu.
Recommended Citation
Block, Meghan K. and White, Kristen L.
(2026)
"Spelling with Tears: (Re)thinking the Phonics-Spelling Connection,"
Michigan Reading Journal: Vol. 58:
Iss.
2, Article 8.
Available at:
https://scholarworks.gvsu.edu/mrj/vol58/iss2/8
