Teaching 5 Aspects of Spelling to Help Struggling Spellers

Spelling is More than Phonemic

Most spelling programs in schools today do not fully address the needs of struggling spellers. Most programs rely heavily emphasize phonological knowledge – the idea being that English, like many languages, has a direct correlation between letters and sounds. However, this presumption is where the problem lies; English spelling does not have a one-to-one correspondence for sound-symbol matching, which makes spelling difficult for struggling spellers. While teaching sound-symbol correspondence is essential for fluent reading, relying solely on phonological knowledge only partially equips learners with the tools they need to become proficient spellers.

The complexity of English phonology forms the cornerstone of many spelling programs, especially for young learners, which can be problematic. Research (Devonshire and Fluck, 2010; Johnston, 2001) suggests that an over-dependence on phonological literacy can hamper a student’s ability to grasp the intricacies of English spelling. This approach may fall short for the simple reason that English isn’t entirely phonetic – spellings and sounds don’t always match up neatly. English is, instead, morphophonemic. Morphophonemic combines both sound-symbol correspondences as well as morphology (word meaning).

Worryingly, those who struggle with spelling tend to be over-reliant on the false notion that there is a consistent one-to-one relationship between symbols and sounds. They need alternative spelling strategies to aid their spelling attempts (Henry, 1989). These low-achieving spellers often receive instruction solely focused on basal phonological skills, which hinders their progress (Templeton and Morris, 1999).

The singular concentration on phonological components in spelling teaching also diverts learners from the meaning of words, weakening their understanding and problem-solving abilities when faced with spelling challenges (Hilte and Reitsma, 2011). Educators must be aware that effective spelling instruction encompasses more than just phonics.

Moreover, Devonshire and Fluck suggest that if children are taught only phonics during early education, they are less likely to explore other, potentially more effective strategies—even when they can do so (2010).

Additionally, general misunderstandings of English phonetics only exacerbate the problem (Burton, 2011). Teachers often need a full grasp of phonological concepts themselves, which can lead to ineffective phonologically-based instruction.

The takeaway for educators is clear: While phonological skills are an essential component of teaching reading and spelling, they represent only a fraction of the spelling knowledge spectrum. Embracing a more comprehensive approach to spelling instruction that incorporates a broader understanding of English linguistics.

Good Spelling in English is dependent on five different word aspects of word study. We have discussed phonological knowledge. Now, let’s address four other areas of study.

Letter Pattern Knowledge Help Struggling Spellers

Orthographic knowledge is knowing the spelling patterns about which groups of letters are likely to show up in English words. In English, we sometimes write letters differently than they sound. For example, double consonants following vowels often indicate short vowel sounds as in the word “happy” or “nibble.”

Understanding orthography, or the patterns for writing words correctly, is a big help for struggling spellers. It makes spelling easier because it narrows down the many ways we can choose to spell a word. For example, knowing the acceptable spellings for the sound of long A or knowing that <y> generally is used to spell the long <e> sound at the end of multi-syllable words.

Why Teachers Should Know About It

As teachers, we should know the different ways to write down sounds. This is because there are many correct ways to spell the same sound. We also need to understand why English spelling has so many options. Spelling options come from the history of the language.

Also, it’s good to remember that all English speakers use the same spelling system, even though their accents are different. Words might sound different when people talk, but they are spelled the same way when we write them. That’s why some pre-made phonics programs can’t cover all the differences in pronunciation that people might have, whether they’re from other regions in your country or other countries.

By knowing all this, you can help struggling spellers understand why English spelling works the way it does, even when it doesn’t quite match the sounds they hear. Using this knowledge,
you can make reading and writing in English clearer for them.

Word Parts for meaning (Morphological Knowledge)

When we look at a word, we can learn a lot by understanding its smaller parts have meaning. These small parts are called “morphemes.” For example, in the word “birds,” the suffix- s tells us that there is more than one bird. Morphemes can be at the start of a word, like “un” in “unhappy,” at the end of a word, like “er” in “teacher,.”

Words can be unbound bases like “act” that can stand on their own in meaning, or they can be bound bases that must be attached to a prefix or a suffix, as in “tract,” which means “pull,” but we don’t use it independently of other morphemes. We can make numerous words from one base, such as tractor, traction, contract, contraction, attracted, distractable, etc.

Knowing about these morphemes helps struggling spellers to spell words correctly. If a child knows the word “health” comes from “heal” they are less likely to spell it “helth.” This knowledge isn’t just good for spelling; it also helps kids understand vocabulary and use more words when they read and write.

Even very young children use what they know about word parts to spell. Many will spell “bugs”
instead of “bugz” because they know the “s” makes words mean more than one, even though “z” sounds the same.

These morphemes are predictable in English. Once we understand them, even words that seem
like they have odd spelling make more sense. Take the word “musician.” It is made of “music” and the suffix “ian,” which is a morpheme that often turns a thing into a person who does something.
Other words like this include “electrician” and “technician.”

Struggling Spellers who do not learn morphology miss many opportunities to increase spelling and vocabulary knowledge.

Understanding Word Origins (Etymology) Help Struggling Spellers

English is a language made up of parts from many other languages. This is what we mean when we say it is a “polyglot” language. This mix of influences can make English spelling seem confusing. However, knowing where words come from can help a lot.

When trying to figure out how words are pronounced and spelled and what they mean, it’s good to think about their history. For instance, some words might have letters that don’t match their sounds. But if we know the word’s background, like the language it came from, things make more sense.

English is a language that has borrowed spellings from many other languages. Knowing where words come from can give us hints on how to spell and understand them better. Sometimes, the connection between a word’s sound and its spelling can be understood by looking at the word’s history. For example, learning where the word ‘two’ comes from can explain other related words with similar spellings. Two is related to “twin,” “twelve”, “twice,” “twig,” and twist.

Or, have you ever questioned the silent ‘g’ in ‘sign’? “Sign” is related to the words “signal” and “signature”.

Knowing the roots and different parts of words isn’t just useful for spelling; it also helps with
understanding the meaning of words, especially in subjects like science. Take “symbiosis” from biology—it means two different living things coming together to help each other. This word comes from Greek words that mean ‘living together’. Breaking it down, “bio” means ‘life’ (like in ‘biology’),
and “sym” comes from the Greek “syn,” which means ‘with’ or ‘together’.

By learning these histories behind words, we create mental hooks to hang our understanding on. Recognizing language patterns helps us learn spellings and remember new words

Visual Knowledge Help Struggling Spellers

 Seeing the Word

To spell words right, it really helps to know what they look like. This happens through orthographic mapping. Assisting students in writing and saying the sounds while connecting them to the sounds, as well as the morphology and etymology, create word pictures in students’ minds that help to create good spellers .

In conclusion, understanding the roots and connections between words can significantly aid in spelling and learning new words. By knowing the history and meaning behind words, individuals can develop a visual understanding of how they are spelled, making it easier to remember and recognize them.

Frequently Asked Questions (FAQs)

Q: Why is understanding the etymology of a word important for spelling?

A: Understanding a word’s etymology or origin provides insights into its spelling structure and history. This knowledge can help spellers make sense of otherwise seemingly irregular spellings and aid in memorizing and understanding the word.

Q: How does orthographic mapping help with spelling?

A: Orthographic mapping is the process by which students connect speech sounds to letters and recognize whole words as units. This helps them memorize the specific letter patterns of words, which improves their spelling ability.

Q: Can learning about word roots help with spelling?

A: Absolutely. Familiarity with word roots, especially those from languages like Latin and Greek, can expand a speller’s understanding of numerous English words that are derived from these roots. Recognizing these patterns allows for greater predictability in spelling and can also enhance vocabulary acquisition.