​A pragmatic perspective on spelling

We can make an analogy between babies learning to speak and students learning to spell. When babies make their initial attempts at verbal communication, parents do not correct every utterance that comes out of their mouths. We celebrate their budding communication attempts. We give them the benefit of the doubt: If it sounds like X, they are probably trying to say X. Most parents intuitively recognize: too much correction at this stage would inhibit the child’s natural inclination to speak.
Positive reinforcement encourages young children in their ongoing communication growth. We model correct speech, without disrupting their flow. We hold off on specific corrections until they’ve become fairly good communicators. We offer redirection bit by bit; matching our child’s shifting developmental stages. Over time, the child’s pronunciation and grammar approach the models we provide.

In a similar fashion, we can support young students’ developing writing abilities by not making spelling the highest priority. Accepting misspelled words in rough drafts keeps the focus on getting ideas out of their head and onto the paper. Too much focus at the start on spelling every word accurately turns a difficult task into an overwhelming one. Students need to experience success with their writing. This happens when a teacher, parent or peer reads their words with understanding. Discovering they can communicate effectively by writing boosts their confidence. Achieving a feeling of success instills the student with sufficient motivation to continue the hard work of writing.

For most elementary students, writing is a complicated mental process. It takes practice to turn ideas in their head into words on the page. Before beginning to write, they must organize their ideas. That is challenging enough for students who think in words. For the roughly 20% of learners who are picture thinkers, their ideas show up in visual form rather than thoughts in word form. These students must go through 2 stages of “translation” when writing: First the images, scenes, and scenarios they envision must be turned into words they can hear or understand in their heads. Next, those words must be translated into written form on their paper, or typed into a computer. Some students experience fine motor challenges controlling their pencil to form letters legibly. For many, worrying “I don’t know how to spell the words I want to write” becomes a barrier to writing anything. This fear adds an additional layer of anxiety to the writing task. These layered stressors impede clarity of thought, turning the writing process into a dreaded task.

Another variable we must take into account when considering spelling for English speakers: English is extremely challenging to spell correctly. It would take an entire essay to fully address this topic. An online search for the percent of English words that follow phonics rules yields a huge variation in results. Experts can’t agree: there are too many ways to define how to apply phonics. A student who learns all of the rules, along with the even longer list of exceptions, could be expected to spell most words accurately. However, the time and brain space required for that mastery can be much better applied to actual writing practice. For the majority of dyslexic thinkers, that approach does not match their learning style. Dyslexic thinkers generally find that making mental pictures of words is a more effective strategy than trying to apply phonics rules.

The multilayered process of translating visual thoughts to words, then words to paper or a computer, involves a great deal of mental effort. Very few picture thinkers would say that the act of writing down their ideas flows easily and naturally. Putting pressure on a developing writer to spell words correctly in a rough draft can become the straw that breaks the proverbial camel’s back.

At school, there is a positive emphasis on the process of writing. Most written assignments go through multiple stages of editing before a piece reaches a printed final version. This is true in the grownup world as well: Adults are almost never expected to compose a polished piece ready for presentation on the first attempt. It’s worth noting here: For many students challenged by spelling, typing on a computer is preferred over writing by hand. Awareness that correct spellings are just a click away using a spell check feature removes that added anxiety. More mental energy is available for the main goal, organizing their thoughts into words.
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We can best support our students as budding writers by dropping the goal of accurate spelling in the early stages of assignments. Putting the primary focus on sharing their ideas takes away the anxiety over spelling, which often impedes their thought processes. Removing fears about spelling alleviates this unnecessary stress and puts the emphasis where it belongs, on clear communication. Teaching this multistep approach to writing will increase students’ confidence along with their skills.