Spelling-from Spoken Word to Written Symbol

Abstract

In any discussion of the subject of spelling in the elementary school, it seems necessary to make two basic assumptions: (1) the child is master of a rather large vocabulary of spoken words; (2) the child is master of a smaller but rapidly developing vocabulary of words that he can read. Too often we forget that the number of words a child can write is relatively small when compared with the number of words in his speaking and reading vocabularies. This difference is characteristic of an essential developmental process. Yet, in our desire for the child to become proficient in spelling, we ignore this important fact and encourage him to try to master so many words, syllables, and combinations of syllables that he becomes confused and soon acquires a negative attitude toward spelling and writing. Since one of the early developmental tasks of childhood is the acquisition of the patterns of speech peculiar to the culture in which he is maturing, the child, except in rare and unusual cases, enters school with his habit of speech well developed. The pupil's ability to speak easily gives teachers a point of departure for developing further abilities that the child must have for effective communication in our