Enhancing Grade 5 Pupils' Spelling Proficiency Using Chain Technique Strategy

Spelling is an essential literacy skill that promotes written communication, vocabulary growth, and reading fluency. However, a lack of exposure to efficient techniques that encourage mastery, and retention causes numerous pupils to struggle with spelling. Creative teaching strategies that enhance pupils' spelling ability must be examined to overcome this obstacle. The effectiveness of the Chain Technique Strategy in improving the spelling skills of fifth-grade pupils was investigated in this action research study. Most of the 30 participants scored below the satisfactory level on the pretest, indicating they had trouble spelling words correctly. The Chain Technique Strategy was implemented during spelling sessions using a single-group pretest and posttest design. This strategy involved forming words by linking letters step by step, which helped learners recognize correct spelling patterns and improve retention. Post-test results showed significant improvement, with most pupils achieving satisfaction and above levels. The mean score increased from the pretest to the posttest. A statistically significant difference was revealed by a paired samples t-test, confirming the positive impact of the strategy on spelling performance. The Chain Technique Strategy is an effective and engaging approach for improving pupils' spelling skills. It is recommended for continued use in classroom instruction to support literacy development.

chain technique strategy, spelling proficiency, literacy development

1. Aly, O. F. (2024). The effectiveness of the Cover Copy Compare strategy in enhancing spelling among first graders of Abu-Bakr El-Siddeeq Primary School in Beni-Suef. Sohag University International Journal of Educational Research, 9(9), 291–320. http://surl.li/qbhnjn [Google Scholar] [Crossref]

2. Arega, N. T., & Hunde, T. S. (2025). Constructivist instructional approaches: A systematic review of evaluation‐based evidence for effectiveness. Review of Education, 13(1), e70040. https://shorturl.at/0kR9V [Google Scholar] [Crossref]

3. Cronholm, S., & Göbel, H. (2022). Action design research: Integration of method support. International Journal of Managing Projects in Business, 15(8), 19–47. http://surl.li/zieh [Google Scholar] [Crossref]

4. Teachers', S. (2022). Teachers' perspectives of effective writing interventions at school: A case study (Doctoral dissertation, Concordia University Chicago). https://shorturl.at/Qh6Fw [Google Scholar] [Crossref]

5. Ehri, L. C. (2020). Orthographic mapping in acquiring sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://shorturl.at/cPsIV [Google Scholar] [Crossref]

6. Escandallo, J., Muegna, K., Espinosa, D., Cerna, C., Generalao, R., Magpatoc, S., Mosqueda, N., Duerme, G., & Calderon, R. (2024). Enhancing spelling proficiency in English among Grade Seven learners through implementing the Cover-Copy-Compare (CCC) strategy. https://shorturl.at/zONJo [Google Scholar] [Crossref]

7. Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1–20. https://shorturl.at/rOfpw [Google Scholar] [Crossref]

8. Incognito, O., Mercugliano, A., & Bigozzi, L. (2023). Influence of lexical development on reading and spelling skills: Effects of enhancement on second grade children in primary school. Children, 10(8), 1416. http://surl.li/nugdlj [Google Scholar] [Crossref]

9. Kim, Y. S. G., & Petscher, Y. (2023). Do spelling and vocabulary improve the classical accuracy of children's reading difficulties over and above word reading? Reading Research Quarterly, 58(2), 240–253. https://shorturl.at/3JYlL [Google Scholar] [Crossref]

10. Leonardi, M. M., Di Blasi, F. D., Savelli, E., & BuonNunes, T., & Bryant, P. (2017). Learning mathematical concepts everyday experiences. Cambridge University Press. [Google Scholar] [Crossref]

11. Lynch, B. (2024). A study of the effectiveness of including additional encoding activities into daily instruction for students to improve their ability to master sight words (Master's thesis, Caldwell University). https://shorturl.at/sMgcp [Google Scholar] [Crossref]

12. Medina, M., Lestari, S., & Yulianti, F. (2021). Improving students' vocabulary mastery by using the word chain game for the eighth-grade students of SMP N 2 Bumiayu in the academic year 2020/2021. Undergraduate Conference on Applied Linguistics, Linguistics, and Literature, 1(1), 337–353. http://surl.li/nhovmt [Google Scholar] [Crossref]

13. Mendez, A. L. (2024). A causal-comparative study of reading motivation and reading achievement in middle school special education students of Black, Hispanic, and White descent. https://shorturl.at/BirF [Google Scholar] [Crossref]

14. Mordecai, H. S., & Nair, B. M. (2025). Enhancing spelling skills in dyslexic primary students: A comparative study of remedial and compensatory interventions in Chennai. Multidisciplinary Reviews, 8(2), 2025055. http://surl.li/lyrfbq [Google Scholar] [Crossref]

15. Nicolas, J. N. C., & Critica, J. M. (2024). Targeted analysis of common spelling errors among Grade Six pupils. JETAL: Journal of English Teaching & Applied Linguistics, 6(1), 1–12. http://surl.li/kohvbi [Google Scholar] [Crossref]

16. Nkurunziza, S. (2024). The role of phonological awareness in early reading development. European Journal of Linguistics, 3, 15–26. https://shorturl.at/FZyZp [Google Scholar] [Crossref]

17. Ramsdell, H. L., & Bowers, L. (2024). Spelling facilitates reading: A tutorial on the spell-to-read approach. Language, Speech, and Hearing Services in Schools, 55(3), 683–695. https://shorturl.at/Qbc2U [Google Scholar] [Crossref]

18. Rashid, H. A., Malik, T., Siddiqui, I., Bhatti, N., & Samad, A. (2023, June). DYSIGN: Towards computational screening of dyslexia and dysgraphia based on handwriting quality. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 532–536). http://surl.li/nmkp [Google Scholar] [Crossref]

19. Rupley, W. H., Logan, J. W., & Nichols, W. D. (1998). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52(4), 336–346. https://shorturl.at/wXiPA [Google Scholar] [Crossref]

20. Siemons-Lühring, D. I., Hesping, A. E., Euler, H. A., Meyer, L., Gietmann, C., Suchan, B., & Neumann, K. (2023). Spelling proficiency of children with a resolved phonological speech sound disorder treated with an integrated approach—A long-term follow-up randomized controlled trial. Children, 10(7), 1154. http://surl.li/upzvmc [Google Scholar] [Crossref]

21. Templeton, S. (2025). The implications and applications of developmental spelling after phonics instruction. Education Sciences, 15(2). https://shorturl.at/R1KMi [Google Scholar] [Crossref]

22. Topal, A. (2024). Timing vocabulary instruction for English language learners: Evaluating the impact of pre-teaching vs. post-teaching approaches on STEAM comprehension. http://surl.li/pqjgfx [Google Scholar] [Crossref]

23. Treiman, R., & Kessler, B. (2022). Statistical learning in word reading and spelling across languages and writing systems. Scientific Studies of Reading, 26(2), 139–149. http://surl.li/slxydc [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study