Inventive spelling
Inventive spelling is a technique used by early elementary school teachers as an atypical way to teach spelling where children invent spelling prior to learning and memorizing the correct way. Inventive spelling is currently being debated in the academic teaching community regarding its effectiveness. However, if done correctly, it can get students writing before they know how to spell correctly, which could potentially lead them toward becoming better writers in the future as well as evoking increased agency which could lead to increased confidence. If I were to implement this strategy in an early elementary grade classroom, I would be sure to follow guidelines to make sure my practice is grounded in theory.
ReadingRockets (2014) outlines the five stages of spelling; including where to implement inventive spelling strategies.
Precommunicative stage
The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences. The child may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography.
ReadingRockets (2014) outlines the five stages of spelling; including where to implement inventive spelling strategies.
Precommunicative stage
The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences. The child may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography.
Readingrockets (2014) stages of spelling
ReadingRockets (2014) outlines the five stages of spelling; including where to implement inventive spelling strategies.
Precommunicative stage
The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences. The child may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography.
Semiphonetic stage
The child begins to understand letter-sound correspondence ? that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you).
Phonetic stage
The child uses a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. Examples are KOM for come and EN for in.
Transitional stage
The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words. Some examples are EGUL for eagle and HIGHEKED for hiked.
Correct stage
The speller knows the English orthographic system and its basic rules. The correct speller fundamentally understands how to deal with such things as prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings. A large number of learned words are accumulated, and the speller recognizes incorrect forms. The child's generalizations about spelling and knowledge of exceptions are usually correct (Reading Rockets, 2014)
Precommunicative stage
The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences. The child may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography.
Semiphonetic stage
The child begins to understand letter-sound correspondence ? that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you).
Phonetic stage
The child uses a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. Examples are KOM for come and EN for in.
Transitional stage
The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words. Some examples are EGUL for eagle and HIGHEKED for hiked.
Correct stage
The speller knows the English orthographic system and its basic rules. The correct speller fundamentally understands how to deal with such things as prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings. A large number of learned words are accumulated, and the speller recognizes incorrect forms. The child's generalizations about spelling and knowledge of exceptions are usually correct (Reading Rockets, 2014)
As a beginning teacher, this resource will be useful when teaching spelling in the younger grades. Invented spelling allows children to communicate in writing long before they are ready to spell each word correctly. Another benefit is that children can express their ideas quickly and smoothly in a first draft, without being bogged down by trying to spell each word correctly. Invented spelling also helps children progress toward standard spelling. Sounding out words and predicting how they will be spelled reinforces students' understanding of the connection between letters and sounds, and lets them experiment with the spelling patterns they are learning. As they edit their writing and make a final draft, students get additional practice with the correct forms of words" (GreatSchools, n.d.).Although it has been debated in the academic community, it is a good resource to keep in the teachers toolbox in case children in class are having difficulty learning to spell. As students progress into middle elementary grades and are still unsure how to spell some words, I would encourage them to underline a word they know is spelt wrong. Too often, I believe, students get hung up on not being able to spell a word. If I know that they know it's spelt wrong, we can spell it together after the main body of writing is complete.
REFERENCEs
Foundations for Literacy. (2009). Inventive Spelling - Exploring the Connection Between Sounds and Letters [Video file]. Retrieved from: http://foundationsforliteracy.cllrnet.ca/index.php/Video_8:_Monique_Senechal_-_Inventive_Spelling-_Exploring_the_connection_between_sounds_and_letters
Foundations for Literacy. (2009). JK Class University Lab - Inventive Spelling [Video file]. Retrieved from: http://foundationsforliteracy.cllrnet.ca/index.php/Video_9:_JK_Class_University_Lab_%E2%80%93_Inventive_Spelling
GreatSchools Inc. (2014). Cn u rd ths? A guide to inventive spelling. Retrieved from: http://www.greatschools.org/students/academic-skills/384-invented-spelling.gs
Reading Rockets. (2014). Inventive Spelling. Retrieved from: http://www.readingrockets.org/article/267
Steinkellner, K. (2013). Inventive spelling [Photo file]. Retrieved from: http://bookriotcom.c.presscdn.com/wp-content/uploads/2013/02/543613381_0d46340c38_o.jpg
Foundations for Literacy. (2009). JK Class University Lab - Inventive Spelling [Video file]. Retrieved from: http://foundationsforliteracy.cllrnet.ca/index.php/Video_9:_JK_Class_University_Lab_%E2%80%93_Inventive_Spelling
GreatSchools Inc. (2014). Cn u rd ths? A guide to inventive spelling. Retrieved from: http://www.greatschools.org/students/academic-skills/384-invented-spelling.gs
Reading Rockets. (2014). Inventive Spelling. Retrieved from: http://www.readingrockets.org/article/267
Steinkellner, K. (2013). Inventive spelling [Photo file]. Retrieved from: http://bookriotcom.c.presscdn.com/wp-content/uploads/2013/02/543613381_0d46340c38_o.jpg