The writing-reading-spelling connection

Writing is spelling. Societies invented writing systems to spell invisible sounds with symbols, which they and their posterity could read to translate back into sounds. To read fluently, kids must automatically and accurately convert visible words into invisible sounds through decoding. To write fluently, kids must automatically and accurately turn invisible thoughts into visible words. The writing-reading-spelling connection is real.

Students who need help spelling will also have difficulty reading and writing fluently. Gentry describes writing as the ability to download thoughts as fast as they appear in the mind. If kids cannot spell, they will struggle to put their thoughts into words because they don't know how to write or spell the words that come to mind. Eventually, their working memory becomes exhausted as they try to find a way to spell what they want to say, allowing creative thoughts to slip away. Good writers spell automatically (though at times incorrectly). They know how to pen thoughts to paper as soon as they appear. Their only struggle is expressing ideas clearly, concisely, and artistically. Poor spellers, however, struggle to put words on paper. They can't write because they can't spell right. This lack of spelling competence limits confidence, fluency, and creative expression.

The solution is within reach: educators can provide scaffolded analytical spelling instruction that empowers every student to use phonology, morphology, and etymology to comprehend our orthography (or spelling and writing system). This approach can equip students with the skills to spell, read, and write well.

Brian Vieira (The Academic Gym)