The purpose of this study was to investigate the effectiveness of Word Study approach on the development of spelling performance of grade five Omani female students. It also aimed to investigate students' perceptions towards using this approach for teaching spelling. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. Orthographic knowledge of the experimental and the control groups were measured through a spelling inventory pretest and then a posttest after the treatment received to determine if the change in spelling abilities is greater in those grade five students who received Word Study instruction than those grade five students who participated in a traditional spelling program. A questionnaire (completed by 33 students) was conducted to investigate students' perceptions of Word Study instruction. The findings revealed: There was a statistically significant difference in the mean scores between the control group and the experimental group in the posttest, p=0.006. There was a statistically significant difference in the mean scores of the pretest and posttest for the experimental group, p= .0005. Students enjoyed learning spelling through Word Study approach activities such as words sorting and words hunt activities. An implication for future is to continue investigating the effect of Word Study approach on the development of spelling performance for students in Omani context.