CPD Session Idea 4: Spelling analysis to inform intervention (for primary staff)
Most teachers are aware when their pupils struggle with spelling. However, they are not often aware what the exact issues are, and what to do about them. Simple spelling analysis of independent writing can empower teachers to identify spelling error types, which can inform intervention.
A fruitful, informative activity for all staff to do is some work scrutiny of independent writing, looking at spelling, and using the Spelling Analysis Proforma for Teachers to analyse errors. There are 5 basic errors that are exemplified on the proforma, as illustrated below.
Sound errors
These are where sounds are misrepresented, omitted or placed in the wrong order. They often stem from phonological awareness difficulties (difficulties with discriminating and manipulating speech sounds). If the learner makes a number of phonological errors, intervention that targets oral phonological awareness, blending and segmenting may be effective. It may also be worth investigating whether the learner has dyslexia.
Plausible alternative errors,
These are usually phonic errors, where words are spelled phonetically but incorrectly. For example writing ite instead of ight. They occur when there is more than one phonetically plausible way to spell a word, and can result from difficulties with recalling visual letter patterns. If a learner makes lots of this type of error, you’ll need a spelling approach that adopts visual memory strategies to support learning phonics and spelling rules.
Little or common exception word errors
Sometimes a child can spell elephant but not of! This is often because these little words don’t have as much memorable meaning, and they don’t have distinctive shapes. It can also be because they are not spelled according to the phonetic code. If lots of this type of error is found, an approach that involves lots of visuals, mnemonics, games for overlearning and precision teaching should help.
Prefixes, suffixes and spelling rules
If a child has learned phonics well (and we hope they have!) but they have no other strategies, they might struggle with morphological patterns. Morphemes are prefixes, roots and suffixes. They might spell common suffixes phonetically, for example (e.g. helpt), or struggle to apply suffixing rules (e.g. runing). Intervention for these children could adopt a morphological approach (e.g. Morph Mastery).
Motor skill or stamina problems
It can be harder to detect if the spelling problem is a motor skill or stamina problem, and yet it’s important to do so. Sometimes, if the child is observed and their writing analysed, what appears at first glance to be spelling problems is more associated with motor skills and hand strength. Letter formation practice and handwriting support may be needed. If the learner struggles physically to get words onto paper, try using different writing supports and assistive technology. If the problem persists, it’s worth seeking advice from an occupational therapist.
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Spelling analysis proforma for teachers
This simple proforma can be used for spelling analysis. The teacher can analyse errors and decide which of 5 types of spelling error the pupil has made for each work. Intervention may then be planned accordingly.
