Spelling

• Isn’t able to spell the common exception words (CEWs) that have been taught. For example, they may write ‘said’ as ‘sed.’
• Finds it difficult to make decisions about spelling that are based on the patterns that have been taught (for example they might write rayn instead of rain).
• Isn’t able to use their knowledge of morphology to spell words. For example, they might write ‘jumpt’ instead of ‘jumped,’ or ‘informashun,’ instead of ‘information.

If a child or young person’s spelling is not phonetically plausible, please also review the identification statements, provision and resources in the Phonics section of this framework.

Based on need, some of this provision will be effective.

• Provide small group or 1:1 intervention based on the school’s chosen phonics or spelling programme. This support should:
  • provide multiple opportunities for overlearning (recall, retrieval, practice and application at the level of the word and sentence)
  • progress systematically in small, cumulative steps
  • be at a suitable pace for the child or young person (progression may be much slower than for their typically developing peers)
  • be engaging and motivating, using resources that are age-neutral or age-appropriate
  • be daily, if possible.
• Help the child or young person to create their own ‘tricky words’ cards, with pictures, colours, mnemonics that they think will help remember how to spell the words they are learning. Draw the child or young person’s attention to the relationship between letters and sounds in these words and explicitly teach the tricky part (the GPC that is uncommon, or has not yet been taught) – this routine can be helpful.
• Help the child or young person to create a personalised spelling book, in alphabetical order.
• Write on alternative lines to leave space for editing. Encourage the child or young person to ‘have a go’ at spelling, underline the word they are not sure about, and then check it when editing.
• Help the child or young person to learn about the etymology and morphology of words. Decision spelling supports this approach and can be used as a whole-school programme, or as a targeted small-group intervention for years 2 to 6.
• Use technology to support spelling. Teach the child or young person how to use the spellcheck function within word processing applications and provide access to this technology when writing.
• Model and encourage the use of ‘a spelling voice‘.
• Provide 1:1 precision teaching.
• Provide individualised writing intervention (training is provided by Devon’s SpLD team)

Support services

• The Devon English Team
• Devon’s Specific Learning Difficulties (SpLD) Team
• Devon’s Educational Psychology Service
• Devon’s SEND ICT Team

Further reading and information

• Devon’s guidance on understanding children and young people with literacy difficulties
• What Works for Literacy Difficulties? – a database of interventions
• NASEN webinar – Dyslexia
• Decision spelling
• Devon’s SEND ICT advice and guidance
• Apps to support children and young people with literacy difficulties

Resources to share with parents

• How can I help my child with spelling? (tips from the SpLD team)
• What is Look, Cover, Write, Check? | TheSchoolRun
• Spelling and Grammar, English Games for 7-11 Years | Topmarks