Spelling is an important part of writing, and it involves understanding how sounds in language are represented by letters on paper (or screen). In alphabetic systems like English, children need to learn that written language is made up of symbols (letters) that represent the sounds of their language. Some languages, like Italian or Finnish, have simple relationships between sounds and letters, making spelling easier to learn. However, languages like English have more complex relationships, with multiple ways to spell the same sound. This complexity means it can take time for children to learn to spell correctly. But even before formal instruction, children start to learn about their writing system.
Mark making: marks make meaning
Children start making marks and scribbles on surfaces at around 1-2 years old. While they may not be writing in the traditional sense, they show some early understanding of the difference between drawing and writing. For instance, when asked to draw pictures or write words, children as young as 2-3 years old can distinguish between the two. They tend to make smaller, more organised marks when attempting to ‘write’ compared to their larger, more colorful drawings.
As children grow older, they begin to learn about how texts are laid out on a page according to their cultural norms. Even before they can read, children as young as 3-5 years old show a preference for horizontal arrangements of letters, like how words are typically written in English. This understanding seems to develop through exposure to print.
As they approach 5-6 years old, children become more consistent in writing letters horizontally, and by age five, most children can write in the correct direction for their language, whether it’s left to right (as in English) or right to left (as in Hebrew).
Overall, even young children demonstrate an early grasp of the visual characteristics, layout, and direction of writing.
Prephonological stage
Prephonological writing refers to the stage in a child’s development when they start making attempts at writing but don’t yet consistently use the appropriate letters to represent the sounds in words. At this stage, their spelling might seem random, like using “CSSO” for “cats” However, even in these early attempts, children show some understanding of common letter sequences and patterns in their writing system.
Children also show a preference for letter sequences they encounter frequently, such as writing letters in sequential order in the alphabet or the letters in their own names. What’s striking is that children learn a surprising amount about the visual aspects of writing before they fully understand how to use writing to represent language sounds. Isn’t that amazing?
Phonological stage
Phonological writing is when children start spelling words based on the sounds they hear in them. For instance, they might write “D” for “Daddy” or “SPD” for “Spiderman” They often begin by using the first letter of their own name but may still make mistakes with other letters.
As their spelling improves through their encoding abilities, they will still deviate from conventional spelling by adding extra letters, leaving letters out, or substituting one letter for another based on how they pronounce words.
Graphotactic pattern stage
Graphotactic patterns refer to the rules or conventions that govern how letters are arranged in written language. Children start learning these patterns alongside learning how to represent the sounds of their language in writing.
For example, in English, there are rules about when certain letters are doubled in words, like “bb” in “bubble” or “ff” in “fluff.” Research has shown that young children become aware of these patterns, as they tend to use ‘legal doublets’ (like “ff”) more often than ‘illegal ones’ (like “hh”) when asked to choose which nonwords look more like a real words.
Graphotactic patterns also includes noticing conventions like capitalisation, spacing, and punctuation. While young children tend to use capital letters and punctuation marks inconsistently, their understanding of these conventions develops gradually through experience and instruction.
Orthography and morphological stage
Orthography and morphology refer to the structure, form, and meaning of words. In English, many spellings are influenced by their orthography and morphology. Research indicates that children show early awareness of morphological patterns in their spelling.
- Orthography = knowing certain spelling patterns and rules (double consonant rule – running or the silent e rule – cake).
- Morphology = knowing about certain prefixes, suffixes (help, helpful, unhelpful) and inflections (walk/walks/walked) that can help us ‘build’ words.
Teaching spelling
While children can pick up spellings implicitly through print exposure, explicit instruction can accelerate this learning. Teachers can help students notice and learn common patterns by explicitly pointing them out. For example, comparing words with similar sounds but different spellings can help children understand how spelling patterns are influenced by context.
Teachers should also be aware of their own implicit biases and celebrate children’s encoding strategies and their ability to write ‘informed spellings’. Training teachers in how to explicitly teach encoding strategies can enhance teachers’ abilities to understand and teach spelling effectively.
Additionally, it’s crucial to consider the needs of children with dyslexia, who often struggle with spelling. These students may benefit from small-group or individual interventions that incorporate phonics, graphotactics, and morphological conventions.
Conclusion
It’s important to remember that every child progresses in spelling development at their own pace, and teaching should be adjusted accordingly. While spelling is an essential skill, it’s just one aspect of good writing. Teachers should aim to develop students’ ability to write fluently, persuasively, logically, and engagingly, which is only ever facilitated by automatic encoding and spelling proficiency.
***
To find our more, get yourself a copy of The Handbook On The Science Of Early Literacy.