It was a genuine honour to deliver a keynote address at the International Dyslexia Association Ohio Summit earlier this year.
To be invited to speak to a room filled with educators, clinicians, and parents who are deeply committed to improving outcomes for students was both humbling and energising. These are important professional conversations, and I was grateful to contribute to them.
My talk focused on a topic that is often misunderstood and underestimated: spelling errors.
At the heart of my work are two enduring questions:
How are words built?
How do we remember them?
These questions guide assessment, instruction, and intervention at Lifelong Literacy. When we examine spelling errors carefully, we begin to see that they are not random or careless. They are evidence.
A key idea in the keynote was this: people struggle to spell because of deficits in language processing, deficits in instruction, or a combination of both, but not deficits in the language itself. This shifts the focus away from the idea that English is unpredictable or inaccessible. It prioritises understanding the system and how best to teach it.
When spelling errors are analysed systematically, patterns emerge. In the keynote, I outlined a set of broad categories that help us interpret what we are seeing in student work.
Category 1: Not off the ground yet
This is when it is clear that the student is still establishing foundational knowledge. Alphabet knowledge, simple sound symbol relationships, and handwriting may not yet be secure. There may also be phonological deficits so we screen for and remediate that as soon as possible.
Category 2: Stuck at sounds
Some students rely too heavily on phonological strategies. Words that have not been memorised are often represented phonetically, sometimes inaccurately. This indicates that knowledge of the writing system has not yet extended beyond sound-based strategies, e.g. “Write down the sounds that you hear.”
Unfortunately we are seeing many more of these students come through our doors. I’ve written about my perception of the problem here.
When students are taught nothing but “code” and never taught to look beneath the surface of words, many of them never progress, like the Year 9 student below:
Category 3: Wheels falling off at grade level
Other students can spell simpler words accurately and may recall familiar patterns, yet accuracy declines as words increase in length or complexity. There is no consistent framework for approaching more complex words.
In some cases, students produce correct spellings for more complex words that have been learned, yet make errors with simpler forms. This reflects a lack of underlying system knowledge, with reliance on memory rather than understanding.
English orthography is multi layered. Phonology, morphology, and etymology interact. Meaning is embedded throughout the system. A complete understanding requires attention to all of these layers.
Some consistent findings
Certain spelling patterns appear repeatedly across different learners. Difficulties with Final Silent E are common. Students may recall terminology associated with it but do not understand its role within the system. Doubling errors also occur frequently. When patterns are introduced without explanation, students apply them inconsistently. These patterns indicate gaps in understanding rather than simple lapses in memory.
What we can do
There are factors that cannot be controlled. These include prior instruction, individual learning profiles, and aspects of a student’s broader context. There are also factors that can be influenced directly. These include the quality of teaching, the knowledge of educators, and the precision of assessment and instruction. Focusing on these areas provides the greatest opportunity for improvement.
Spelling development requires sustained attention and expertise. It draws on a deep understanding of how the writing system operates. Writing provides a context in which this knowledge is applied and consolidated, and it is also where gaps in understanding become visible.
When spelling errors are examined with care, they provide valuable information. They inform planning, guide instruction, and support more precise teaching decisions. As I emphasised in the keynote, spelling errors are valuable data. When educators learn to interpret them effectively, they are better equipped to support all students, particularly those who are most vulnerable.
Speaking at the IDA Ohio Summit was a privilege. It provided an opportunity to engage with a community that is deeply invested in improving literacy outcomes. The work of understanding and teaching spelling well is complex and requires knowledge, attention, and a willingness to look closely at what students are showing us. Every spelling attempt offers insight. When we respond to that insight with precision and care, we create stronger pathways for students to succeed.
Well said Lyn. Your examples are great and your explanation excellent. I see many examples like this and worry when ‘the code’ is the only teaching strategy used. I’m working in Inclusion now so working with many of the ‘most vulnerable’ in a State School. I’m most looking forward to seeing progress with strategies I use.
Yes it’s often the intervention teachers who realise how useful the other layers of the writing system are when they’re taught well!
Lyn,
Greetings from Ohio! I am sorry I haven’t sent something sooner but I wanted to say hello and let you know what an honor and a pleasure it was to spend the day with you at the Ohio IDA Summit. I hope you had a wonderful birthday in Dublin and your travels were good.
I hope to see you in the future and I look forward to following all the wonderful work you’re doing around the world.
All the best,
Kari Perman