Some secondary pupils still misspell longer subject words. Before grouping them, analyse whether their errors mainly reflect insecure phonics, orthographic patterns, morphology or a mixture. A morphology-focused group is appropriate only when pupils share that need.

Select useful content

Draw a small, related set of words from pupils' current subject writing. Identify:

• the root word;

• the meaning and spelling of a prefix or suffix;

• any spelling change when parts are combined;

• related words that reveal the same structure.

For example, teaching sign, signal, signature and design can connect spelling, meaning and word structure more effectively than memorising unrelated lists.

Plan explicit teaching

Record the baseline, target word structures, session frequency, delivery responsibility, review date and exit criteria. A typical pattern is two to six pupils, two or three sessions of 20 to 30 minutes a week. How long it runs depends on how much support the pupils need. Decide where it fits, rotating the slot if you can so pupils don't keep missing the same subject, and when you'll review progress (many schools review after six to eight weeks).

A session can include:

1. revisit a known root or affix;

2. model how the word is built and what each part means;

3. sort or construct related words;

4. retrieve spellings through dictation or short writing;

5. proofread for the taught feature;

6. apply the words in curriculum sentences.

Use spell-check feedback to notice and correct patterns, not as a replacement for instruction.

Adapt without creating duplicates

Pupils may share the same word-structure target but need different levels of explanation, rehearsal and word complexity. If phonics remains substantially insecure, coordinate the spelling work with decoding intervention rather than expecting morphology alone to solve it.

Monitor transfer

Track taught and untaught related words, delayed retrieval, proofreading and use in normal subject writing. Review whether pupils can explain the structure and apply it independently.

Programme and resource options

• Morph Mastery (paid) is a book-based intervention by Louise Selby (2022) for struggling readers and writers aged 9 to 13. It is written for teaching assistants and teachers without specialist training, works with individuals or small groups, and includes a six-week plan and photocopiable resources, so the main costs are the book and staff time. The publisher's page mentions pilot data, not an independent trial. It fits Years 7 and 8 most easily; check the materials suit older pupils.

• Lexia PowerUp Literacy (paid) is an adaptive online programme for secondary pupils, with word study, grammar and comprehension strands and printable resources for adult-led follow-up. Cost is on request, with a free trial. Lexia cites trial evidence, so check which programme and age group it covered. It should complement explicit adult teaching rather than become unsupervised screen practice.

• EEF: Improving Literacy in Secondary Schools provides free guidance on disciplinary literacy and vocabulary.

Review provider claims alongside independent evidence and local implementation capacity.

Talamo has no commercial relationship with any of the organisations named here. We suggest them only because we think they could be useful to schools.