Abstract
Recent research about children's invented spelling has not, for the most part, changed spelling curriculum and instruction in American schools. Although children are often encouraged to use their own spellings when they write, widely used spelling textbooks continue to follow a model emphasizing the memorization of lists of words. A spelling curriculum grounded in a newer view of how written language is learned would emphasize creating competent independent spellers, helping them to learn a complex language system largely through tacit learning and at their own pace. Classroom practice would emphasize wide reading and writing, strategy development, understanding of useful generalizations, proof-reading ability, and an appreciation of the history and structure of the English language. Changes in attitudes about spelling and in evaluation procedures would also be required.
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