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The purpose of this action research study was to determine what happened when I adjusted my instructional practices and implemented the differentiated spelling resources I created to meet the unique and individual spelling needs of learners in a fourth-grade classroom. Quantitative and qualitative resources were created for the educational intervention. These included individualized word lists for each spelling stage from an Elementary Spelling Inventory, a progress monitoring data collection sheet for each stage of the spelling inventory, formative and summative assessment resources, a student questionnaire, a student spelling practice spelling booklet, a concrete observation and communication journal, and a teacher reflection journal. A pre-test was administered at the beginning of the school year to 22 fourth grade students. The results were analyzed and an individualized starting point of instruction was determined for each learner. Data were collected from eight participants who submitted a parent consent and student oral assent form for approximately five days a week for a period of five weeks. Concrete observations and conversations, formative and summative assessments, and data from a teacher reflection journal were analyzed and interpreted. Key findings from the project include that I became a data-informed and more reflective teacher. The students were actively involved during this project as they collaborated with each other, met or exceeded minimal expectations, completed accurate work, and demonstrated critical thinking skills while working on their spelling activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]