![]() ![]() Learning to spell is done by systematically and gradually teaching the speech sounds and the letters that represent them, which is also critical to accurate and automatic word recognition. According to noted reading researcher Louisa Moats, 84% of English spellings are predictable if you know spelling rules and patterns and other information such as word meaning and language of origin. This is not a visual memory process, but rather a language process. For spelling, this is dependent on the learner’s ability to store a complete and accurate representation of the word in memory. ![]() The science of reading emphasizes that the ability for a young student to read a word “by sight” depends heavily on their ability to connect letters and letter combinations to sounds automatically and efficiently. Spelling difficulties, like reading problems, are based on underlying language weaknesses. Research shows the interconnection between reading and spelling. Also, word recognition and decoding require recognizing printed words, while spelling requires accurate recall of letter patterns and words. In words of Greek origin, /k/ can be spelled with the grapheme ch as in chemistry. For example, the phoneme /k/ can be represented by the letters (graphemes) k, c or ck. ![]() Due to the many ways sounds can be spelled, sound-to-spelling translation is not always simple or straightforward. The reader uses his phonological awareness skills to segment words into their sounds and then must decide how these sounds are mapped to print. Reading and spelling, however, are not just inverse operations. Spelling depends on many of the same concepts as reading, including phonological (sound) and orthographic (written language) knowledge. ![]()
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