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New Research on Spelling Mastery Published

New Research on Spelling Mastery Published

Dr. Brennan Chandler and his team’s latest study is out in School Psychology Review!

Dr. Chandler writes:

In this randomized experimental pilot study, students whose caregivers delivered Spelling Mastery significantly outperformed the wait list-control group on standardized spelling, even with modest dosage (~two 15-minute lessons per week over 10 weeks). Spelling Mastery is a Direct Instruction program and, in our recent meta-analysis of students with or at risk for learning disabilities, the only program with multiple replicated studies showing positive effects. What could happen if schools prioritized explicit, evidence-based spelling instruction (beyond a strictly phonics-based program) during the school day?

Read it here.

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What is a Peer Coach?

Peer coaches play a critical role in sustaining strong implementation of Direct Instruction (DI) at the school level. Selected during the first year of implementation, peer coaches are classroom teachers who demonstrate strong instructional practice, effective communication with colleagues, and a willingness to support others. Because they teach the same programs as their peers, they bring practical expertise and shared experience that help build trust and collaboration across the school.

As implementation progresses, peer coaches extend the impact of NIFDI consultants by providing ongoing, school-based support when consultants are not on-site. Their coaching is non-evaluative and focused on improving student outcomes. Peer coaches reinforce effective teaching practices and guide colleagues to make targeted adjustments that directly impact student performance and behavior.

Peer coaches participate in a structured, multi-year training sequence through NIFDI. Over the course of two to three years, they are trained to analyze student performance data, conduct both brief and extended classroom observations, and support data-driven problem solving. Advanced training prepares them to lead grade-level meetings and contribute to broader instructional planning with school leadership.

By developing peer coaches, schools build internal capacity to maintain and strengthen DI implementation over time—ensuring continuity, supporting new staff, and driving sustained student achievement.