Six kinds of spelling errors - and how to correct them for good!

Instructor, March, 1997 by Diane Snowball Just knowing that kids have misspelled words is not enough to help them improve their spelling. I find it more useful to analyze the types of errors students are making and then provide relevant teaching based on that knowledge. Here are some common types of spelling mistakes and strategies to help overcome them. ERROR #1: SPELLING BY SOUND ONLY

Examples: wuns (once/, wot (what), sed (said) Correction strategies: * Explore visual spelling patterns, particularly asking children to look for words in their reading. * Build lists of words with the same spelling pattern, starting from a known word (for example: at, bat, cat, fat, flat, hat, pat, rat, sat). * Look for words in words (for example: what - hat, at). * Make connections with words that look alike (one, once). * Encourage children to learn words they write often, using the Look-Say-Cover-Write-Check technique. Kids can also use this strategy when copying a word, rather than looking at it letter by letter. ERROR #2: NOT HEARING SOUNDS IN WORDS Examples: umrella (umbrella), libary (library) Correction strategies: * Develop phonemic awareness through shared reading of songs, rhymes, and chants, as well as books with rhyme and repetitive phrases. * Explore sound/symbol relationships, particularly listening for them when rereading familiar material. * Involve children in interactive writing, listening for sounds in words and calling on children to help you write what they hear. ERROR #3: CONFUSION ABOUT HOMOPHONES Examples: there/their/they're, two/too/to Correction strategies: * Explore usage of these words during shared and independent reading, listing many examples of both and asking children to explain what they notice. * Ask children to share memory aids they use. ERROR #4: SHAKY GRASP OF SUFFIX AND PREFIX RULES Examples: stopt (stopped), happend (happened), finele (finally), dissappointed (disappointed), realy (really) Correction strategies:

* Build word families from known words (for example: play - plays, played, playing, player, playmate). * Explore rules for adding prefixes and suffixes to base words. Encouraging children to explain these in their own words and to reflect on how this knowledge will help with their reading and writing. * Provide access to dictionaries or books that list families of words, such as my Writer's Word Book (Mondo Publishing, 1997). ERROR #5: LACK OF ATTENTION TO THE ORDER OF LETTERS IN WORDS Examples: gril (girl), brid (bird) Correction strategies: * Ask children to say the words as they are written when proofreading. * Provide plenty of time for reading. * Develop visual strategies as suggested for Error #1. ERROR #6: KNOWING HOW TO SPELL, BUT NOT CARING Example: For some students, the problem is not a lack of spelling skill but confusion about the importance of spelling correctly. Correction strategies: * Provide plenty of opportunity for peers to read one another's writing, and talk about the purposes for caring about spelling in this context. * Don't use phrases such as "Spelling doesn't matter." FOUR OVERALL CORRECTION STRATEGIES 1 Children usually have logical reasons for the ways they spell words. Ask them what ideas they are using when they spell, and use their answers as a starting point to clear up confusion. 2 When analyzing and correcting spelling errors, keep in mind the appropriate expectations for the age and experience of the writer. 3 Be sure to point out the many good strategies you observe in kids' spelling. Use phrases like: * I like the way you try unknown words. * I see that you know how to spell many high-frequency words. * I see that you are learning how to use common spelling patterns. * I notice that you care about your audience and so you have proofread your writing. 3 Look for general trends in students' spelling errors to help you plan for individual, group, and class needs.