The High Frequency Word Project, is an explicit, systematic resource that teaches the 130 high frequency words using strategies that make them stick. Each of these critical words is taught on multiple levels, from sounds and spellings to the morphological meaning, and how they are defined in sentences. Each word is further defined using something new: linguistically-accurate and fascinating stories about high frequency words’ etymologies providing the missing link to explain the mysterious parts of their spellings. 

The second edition contains a complete program: content background information, a teaching guide, 130-word lessons, along with activities, games, and an assessment. The first edition student Study Booklets can still be found on the website for those who want ready-to-go activities and structured practice pages.

The High Frequency Word Project website: https://www.thehfwproject.com/

Purchase the book on Amazon: https://a.co/d/hPuUuJl

The High Frequency Word Project YouTube: www.youtube.com/@thehfwproject

Fiona Hamilton is the owner and director of Wordtorque. With 38 years of Australian and international educational experience, she has MEd degrees in Educational Administration and Literacy, plus Literacy Coaching certification. She provides educators with accurate information about English orthography and easy-to-implement teaching strategies. 

Words take fascinating journeys, twisting through history in meaning, pronunciation, spelling, and structure. Wordtorque brings that journey into classrooms, combining explicit teaching with inquiry so students truly understand words. They become word noticers who grow into word knowers - readers and thinkers with skills to explore connections, build vocabulary, and understand language deeply. 

Fiona collaborates on Engage with the Page and searchENGAGE with Angela Brienza and Lauren Hateley-Crowe. 

Engagewthepage is a regular free post on wordtorque.com highlighting picture books and showing the different concepts of word inquiry you can teach from each book.

https://wordtorque.com/category/engagewthepage/

searchENGAGE is the accompanying searchable database that includes over 300 picture books linking them with key orthographic features. It makes finding the perfect read aloud text to support your word study easy. Search by bases, affixes, graphemes, phonemes, word histories, and classroom connections. 

https://wordtorque.com/searchengage/

wordtorque.com

https://wordtorque.com/

Including 

https://wordtorque.com/workshops-menu/

https://wordtorque.com/classroom-visual-resources/

LinkedIn: www.linkedin.com/in/fiona-hamilton-09222919

If you think you know how dyslexia affects children and adults please listen to this moving and uplifting podcast. Dyslexia causes confusion way beyond decoding. Roadblocks frequently arise during vocabulary, sight word and morphology development, while learning spelling-meaning correspondences, sentence construction and how grammar reveals the meaning of words in sentences. 

Marie Foley spend decades with undiagnosed dyslexia and reveals how she gained clarity and confidence about herself and written English. Marie tells of her long struggle with written English, from phonology to spelling and sentence construction and the effect it has had on her life. She also describes how discovering how the spelling and meaning of words are universally built from morphemes - the core of every word in all languages -- transformed her life, as did learning the functional relationships that words have grammatically.  

Marie studied Real Spelling and Structured Word Inquiry which brought clarity to written words. In her 50s, Marie began working with our second guest, Sara Lee, to understand how the words in sentences function together to create meaning. Sara turns grammar into a form of comprehension and a foundation for writing in the most gentle and clear way. 

Sara Lee is co-owner of Literacy Dr, a literacy intervention provider based out of Atlanta, Georgia, where she offers remediation and professional development in reading, writing, and grammar to a neurodiverse population of students. Sara holds a Masters in Applied Linguistics. Her background is in Teaching English to Speakers of Other Languages, Structured Word Inquiry, and orthographic study. She also co-hosts Writing in the Trenches, an online support community for those who teach writing. 

Marie Foley:
Facebook group: www.facebook.com/groups/703558627526950

www.mariefoleyreading.com

Sara Lee:
www.theliteracydr.com

[email protected]

Writing in the Trenches Writers’ Support group: email Sara

Would you like to turn your Read Alouds into a dynamic lesson that improves language comprehension - the upper strands of Scarborough's Rope - as well as reading comprehension and sentence writing? Trina Spencer and Doug Peterson not only have been researching these topics for decades but have made Story Champs, a series of ready-to-use stories and scaffolds. See their videos below and watch a 15 minute lesson were a student goes from describing a story in three words to retelling the story using complex sentences. 

Story Champs® is a multitiered language program that helps educators and clinicians promote academic language of diverse students. Although the primary focus of Story Champs® is on the development of a strong oral language foundation through storytelling, it also promotes other aspects of academic language that are essential for school success through information retelling, vocabulary, inferencing, and writing.

Trina and Doug have also developed DYMOND, a diagnostic assessment for language disorders and dyslexia, and CUBED -3 a series of screening and progress monitoring tools. 

Today’s guests are Trina Spencer and Douglas Peterson. Trina is a professor at Kansas University, a school psychologist and a Board Certified Behavior Analyst. Doug is also a speech-language pathologist and a Professor at Baylor University. Trina and Doug have been discussing today’s topic, the connection between language and literacy since they were in graduate school.   They hold differing views on this topic, which I appreciate very much. I highly recommend there talks on YouTube, called Comprehending Comprehension. 

Language Dynamics Group - LDG - to find out about Story Champs and Trina and Doug's great work:

https://languagedynamicsgroup.com/ (LDG website to explore our tools)

 https://languagedynamicsgroup.com/research/ - research page with Infographics and complete references 

https://www.youtube.com/@languagedynamics (LDG’s YouTube Channel)

 https://languagedynamicsgroup.com/video-demonstrations/ (Videos of our tools demonstrated)

 https://languagedynamicsgroup.com/webinars-recorded/ (Archived and upcoming free webinars)

 https://www.youtube.com/watch?v=Rrr6gJ3Bl-g&t=158s (Sold Half a Story: Comprehending Comprehension Live Audience Show)

http://trinastoolbox.com/# (I have a lot of updating to do, but there are a ton of free downloads on this site)

Learn how educators can enrich lessons and develop a deep appreciation for written and spoken language for students in all grades. Learn that spelling, morphology, vocabulary development and sentence writing can be taught, not as separate subjects, but in a time-saving integrated manner. If you are looking to connect word meaning and sentence comprehension to decoding instruction then this is the podcast for you. 

Dr. Marcia Henry brings six decades of experience working in the fields of literacy and dyslexia.  She writes for a variety of professional journals and serves on the editorial boards of Dyslexia and Annals of Dyslexia, the journals of the British Dyslexia Association, and the International Dyslexia Association.  She has been a distinguished professor, researcher, and interventionist. Her books for teachers include: Unlocking literacy: Effective decoding and spelling instruction, Morphemes matter: A framework for instruction, WORDS: Integrated decoding and spelling instruction based on word origin and word structure and Patterns for success in reading and spelling (2nd Ed.).

Dr. Deb Glaser is an educational consultant, author, and professional development provider with expertise in reading assessment and proven instructional methods.  She was a classroom and learning disability instructor and a director of a non-profit dyslexia learning center where she developed programs to teach both teachers and students. Her books include Morpheme magic: Lessons to build morphological awareness for grades 4-12 and Morphemes for little ones: Bringing the magic of language into K-3 classrooms. 

Hanna, P. R., Hodges, R.E, Hanna, J. S. (1971. Spelling: Structure and strategies. Boston: Houghton Mifflin.

Henry, M.K. (1986). Understanding word origin and structure: An alternative to
traditional decoding instruction. In B. Prescott (Ed.), Proceedings of the Forum for
Research on Language Issues (pp. 9-28). Stanford, CA: Stanford University.

Henry, M.K. (1988). Beyond phonics: Integrated decoding and spelling instruction
based on word origin and structure. Annals of Dyslexia, 38, 259-275.

Henry, M.K. (2011). A short history of the English language (4th Ed.). In J. Birsh & S. Carreker (Eds.), Multisensory structured language instruction: Theory and practice (pp. 93-112). Baltimore: Paul H. Brookes Publishing.

Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10)[238], v–165. 

Apel, K., & Dieham, E. (2014). Morphological awareness intervention for
kindergarteners and first and second grade students from low SES homes: A small
efficacy study. Journal of Learning Disabilities, 47, 65-75.

Apel, K., Wilson-Fowler, E.B., Brimo, D., & Perrin, N.A. (2012). Metalinguistic
Contributions to reading and spelling in second and third grade students. Reading and Writing, 25, 1283-1305.

Bowers, P.N., Kirby, J.R., Deacon, S.H. (2010). The effects of morphological
instruction on literacy skills: A synthesis of the literature. Review of Educational
Research, 80, 144-179.

Ehri, L.C. & Snowling, M. (2004). Developmental variation in word recognition. In A.C.
Stone, E.R. Silliman, B.J. Ehren, & K.Apel (Eds.) Handbook of language and literacy:
Development and disorders, 443-460. New York: Guilford Press.

Berninger, V.W., Abbott, R.D., Nagy, W., &; Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163.

Carlisle, J.F. (2004). Morphological processes that influence learning to read. In A.C. Stone, E.R. Silliman, B.J. Ehren, & K.Apel (Eds.) Handbook of language and literacy:

Listen to three of the most important voices in literacy, Linnea Ehri, Peter Bowers and Kenn Apel, talk about the important role of morphology in reading, vocabulary, spelling and sight word development. 

Linnea Ehri updates her theory of orthographic mapping to emphasize the role that morphology plays not just in the four initial phases but when words are stored in sight word memory directly - without needing to be sounded out. The spelling of morphemes is critical to developing sight words and becomes the predominate way that words enter sight word memory. She points out that morphemes - the meaningful core of every word - have consistent spelling patterns that help readers resolve sound-symbol conflicts and is critical for learning so-called irregular words like go, goes, gone, do, does, done and say, says and said.

Ehri credits Peter Bowers and Sue Hegland, author of Beneath the Surface of Words, for helping her understand the role of morphology in orthographic mapping. Pete and Kenn Apel then enter the discussion, clarifying what morphology is and how it influences spelling, word meaning and vocabulary growth. 

Links:

Article on inquiry vs. direct instruction Pete Bowers mentioned:

de Jong et. al (2023) Let's talk evidence – The case for combining inquiry-based and direct instruction,

Educational Research Review, 39, https://doi.org/10.1016/j.edurev.2023.100536.

Click HERE for a video The Nested Combinatorial Structure of English Spelling: Binding the pronunciations, spelling and meanings of words (Bowers & Foley, 2025) (approx 15 min)

Click HERE for a video of Pete’s presentation “Morphology Instruction and Language Comprehension” for the Reading League Summit 2025.  (approx 15 min)

Click HERE Pete’s video “The Matrix Matters Because Language is Combinatorial” for the Dyslexia Training Institute” for the 9th Annual Dyslexia Virtual Conference of the Dyslexic Training Institute. (approx 60 min)

Bowers, P.N. & Kirby, J.R. (2010) Effects of Morphological instruction on Vocabulary Acquisition, Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Kirby, J. R. & Bowers, P. N. (2017). Morphological instruction and literacy:  Binding phonological, orthographic, and semantic features of words. In K. Cain, D. Compton, & R. Parrila, (Eds.), Theories of reading development. Amsterdam, NL: John Benjamins Publishing Company.

See Sue Hegland’s website “Learning About Spelling” to find a link for her book, “Beneath the Surface of Words” and many free resources including multiple blog posts and videos of presentations that are very clarifying.

The Science of Spelling and Why It Matters for Literacy—March 2025

• Morphological Awareness and Written Language—January 2023

Vocabulary & Morphology using Structured Word Inquiry by Lisa Barnett and Katie Squires is designed to help you implement lessons guided by the four essential questions of structured word inquiry. The book contains a teacher guide, lesson template, and student work packet. The comprehensive Teacher Resource Guide leads you through the four guiding questions of SWI to help the teacher present lessons to their students that will uncover key concepts of the structure of our spelling system and connect vocabulary words within and beyond the subject area you are studying. 

These connections are discovered through studying the interrelationships of morphology, etymology, and phonology, all while increasing and strengthening curricular area vocabulary, spelling, and critical thinking skills.

 The Student Worksheet Booklet allows students to complete short, meaningful activities with answer keys within the Teacher Guide. There are additional activities throughout the lessons and student work packet including a puzzle-piece note-taking sheet that can be made into a booklet of all the words and connections studied!

Purchase Vocabulary and Morphology using Structured Word Inquiry

Lisa Barnett’s Buzzing Classroom Blog

Link tree - https://linktr.ee/EmpowerLC

Jennifer Constantine and Kara Lee have written an implementation guide to one of the most exciting areas of literacy instruction - Structured Word Inquiry.
They are the authors of Structured Word Inquiry – An Implementation Guide for Teachers.
About the book:
We invite you to uncover the transformative power of Structured Word Inquiry (SWI) with this comprehensive implementation guide. SWI unveils the orderly structure underlying English spelling and empowers educators to demystify its complexities for students. This guide isn't merely theoretical; it’s a hands-on resource designed for those familiar with SWI principles. It bridges the gap between theory and practice, offering practical strategies to integrate SWI into daily teaching routines. The lessons acknowledge the inevitable wonderings and questions that arise in teaching orthography, and celebrates them as signs of growth. This book empowers educators to thrive alongside their students in mastering the intricacies of English spelling and morphology.

Where to buy the book:
Available on Amazon: https://a.co/d/1CREAqX
Bulk Pricing Available: Email [email protected] for more information

How to contact us:
Email: [email protected]
Website: https://www.swiliteracy.org/
Jen's Website: https://readingintervention.edublogs.org/
Kara's Website: https://www.hortoneducationalservices.com/ 
About the authors:
Kara’s professional experience includes working as a school psychologist and intervention specialist, and she is currently the owner of a consulting, educator training, and private tutoring company. She has had extensive training in educational assessment, Orton-Gillingham, Structured Literacy, and Structured Word Inquiry. Kara has a Doctorate of Education in Reading Science and is an Instructor of Certified Academic Language Practitioners.  
Jen has dedicated her career to teaching reading and spelling, first in public schools, and now in private practice as a Structured Literacy Dyslexia Interventionist. She explored many approaches and methodologies along the way. Yet, it wasn’t until she discovered Structured Word Inquiry that the picture truly came into focus. Jen has a Master’s in Literacy, a Reading Specialist credential, and is a licensed teacher in two states.