Spelling: how it is learned and how to teach it
Spelling is encoding: turning the sounds of a word into letters. It is harder than reading the same word, because a reader can recognize a spelling but a speller has to produce it from memory. That is why spelling practice also makes reading stronger, and why most structured lessons include dictation every day.
Good spelling instruction teaches patterns that hold most of the time, such as the floss rule, ck after a short vowel, and the doubling rule before an ending. It also teaches which spellings are likely in which spot of a word, so a student knows that /k/ at the end of "duck" is usually ck.
The articles here cover how spelling develops, the rules worth teaching and their real exceptions, how to run a dictation, and how to use sound boxes for spelling. They also explain why weekly lists memorized for a Friday test often fade, and what to do instead.
For complete word lists for each rule, with the exceptions listed separately, go to the spelling rules pages.
Start here
Spelling rules worth teaching (and the ones to skip)
The English spelling rules that are reliable enough to teach, with examples and exceptions: floss, ck, tch, dge, doubling, drop e, change y to i and plurals.
All articles
The floss rule: when to double f, l, s and z
The floss rule explained: double f, l, s and often z when a one-syllable word has one short vowel. Examples, exceptions and a teaching routine.C, k or ck: which spelling for the /k/ sound?
When to use c, k or ck for the /k/ sound: c before a, o, u; k before e, i, y; ck after a short vowel. Examples, exceptions and a sort to teach it.Ch or tch: how to choose
When to spell /ch/ as tch and when as ch: tch right after a short vowel, ch after a consonant or long vowel. Examples, exceptions and teaching tips.Ge or dge: spelling the /j/ sound at the end of a word
When to spell final /j/ as dge and when as ge: dge after a short vowel, ge after a consonant or long vowel. Examples, the reason, and how to teach it.The doubling rule: when to double the final consonant
The doubling rule (1-1-1 rule) explained: when a final consonant doubles before a suffix, why, the exceptions, and how stress works in longer words.The drop e rule: adding suffixes to silent e words
When to drop silent e before a suffix (make, making) and when to keep it (hopeful), why the rule works, the exceptions, and how to teach it.The change y to i rule
When to change y to i before a suffix (cry, cried; happy, happiness), when to keep y (played, crying), the exceptions, and how to teach the rule.Plural s or es: how to choose
When to add s and when to add es to make plurals: es after x, ch, sh and other hissing endings, plus y, f and o words, with a simple sound test.Why spelling and reading should be taught together
Why spelling and reading should be taught together: how spelling builds word memory for reading, what the research says, and what it looks like daily.How to correct spelling errors so the fix sticks
How to correct spelling errors in a way that teaches: sort errors by type, choose what to fix, use guided self-correction, and track patterns over time.Dictation for phonics: how to run it
How to run phonics dictation: dictate sounds, words and a sentence, have students check their own work, and use the results to plan next lessons.