Last week we raised the question of whether spelling matters, as the issue of struggling spellers is often dismissed since there are a variety of spell check tools available.
Struggling spelling (and writing) is a package deal. That is, it is a package of reading, spelling and writing issues. It is much rarer that struggling with any of these occurs in isolation.
This package deal is one of the reasons that the research supported methodologies such as thr Orton Gillingham and the related spin-offs (e.g., Wilson, Barton, 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 comes to spelling and writing. Seemingly through osmosis, some way, they have internalized the “code” and the relationship between letters and the sounds that go with them.
They read words accurately and efficiently. Spelling develops nicely without much consternation.
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 the process isn’t 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 great deal, and the children need to have these sounds taught much more explicitly using multisensory methods with much greater practice following.
It’s typically a long, slow process, even with the research supported methods.
Spelling is tough. There are words that don’t “play by the rules,” and are difficult to sound out (e.g., swear, friend, receive, musician) and there are others that require a certain level of sound/symbol awareness that just don’t come easily (think “pigeon” and “forward”). (Try sounding out words like “the” and “of.”)
A study conducted of observed teaching practices, 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 who are on a smooth trajectory, that may be fine. Their spelling and writing skills develop intuitively. Direct, multisensory instruction is less necessary.
For the rest, this is a formula for disaster.
Takeaway Point
Does spelling matter? From a fundamental literacy point of view, it matters a lot, even in an autocorrect, AI world.
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