Last week we raised the question of whether spelling matters (,https://shutdownlearner.com/does-spelling-matter-2/), as the issue of struggling spellers is often dismissed since there are a variety of spell check tools available.
Almost always, struggling spelling is a package deal. That is, it is a package of reading, writing and spelling issues. It is much rarer that struggling with any of these occur in isolation.
This package deal is one of the reasons that the research supported methodologies such as Orton Gillingham and the related spin-offs (e.g., Wilson, etc.) never just teach reading, but always include the components of spelling and the writing of basic sentences
Keep in mind, by middle second to low third grade, most kids (about 70%) are on the smooth road when it come to spelling and writing. Somehow, some way, they have internalized the “code” and the relationship between letters and the sounds that go with them.
These kids are unlikely to be spelling “sed” for “said, “cuk” for “cook” “amr” for “arm.”
Generally, they don’t mind reading, spelling and writing (putting their screen addictions aside for the moment), because it isn’t that hard for them. The more they do these activities, the better they get.
Effectively, the rich get richer.
The rest of the population are not in the same position. They are not tuned in to the sounds within words. The process does not come naturally to them and they are at a decided disadvantage.
Years of good research and direct clinical experience tell us one primary thing. Spelling and writing matter a lot and the children need to have these sounds taught much more explicitly using visual-auditory-kinesthetic and tactile (i.e., multisensory methods) with much greater practice following.
It’s a long, slow process.
Spelling is tough. There are words that don’t “play by the rules” (think of a word like “because”) and there are others that require a certain level of sound/symbol awareness that just don’t come easily.
A study conducted of practices in the classroom where teacher practices were observed, revealed that less than 4% of the language arts instructional block time is devoted to spelling or spelling related activities.
For the 70% mentioned above, that’s fine. They get these skills intuitively and by third grade they are spelling just fine, thank you. For the rest, this is a formula for disaster.
Takeaway Point
Does spelling matter? It matters a lot.
(Please keep your comments coming!)
Feel free to make comment below.
To receive future blog posts, register your email: https://shutdownlearner.com.
To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com.
Copyright, Richard Selznick, Ph.D. 2023, www.shutdownlearner.com.