Spelling tests are a waste of time and do not make kids better spellers. Teachers give weekly spelling tests for a lot of reasons, but they are not the best use of a child’s word study time. They might talk about teaching study habits or they might like the routine of lessons that simplify their planning time. But there are better ways to teach spelling.
For good spellers, spelling tests feel easy. They might do the assigned homework, but it doesn’t benefit them because they already know the words.
For struggling spellers, they can spend the nights before the test quizzing and memorizing, or writing and rewriting the words. They might be doing well on practice quizzes, or maybe not even then. And when it comes to the test? It’s rarely a good outcome! And a week or two later? It’s like they’ve never seen those words before!
What a waste!
Why Traditional Spelling Tests Fail
Short-term Memorization
Most traditional spelling tests encourage short-term memorization rather than long-term retention. Students often study the words for the test, but once the test is over, they forget them. This cycle of cramming and forgetting does little to improve their overall spelling skills.
Lack of Context
Spelling tests typically involve memorizing a list of words without any context. Knowing how to spell a word in isolation doesn’t necessarily mean a student can spell it correctly in their writing. Contextual learning, where students see and use words in sentences, is far more effective. By connecting meaning, spelling, and usage in writing, students get more opportunities to build a memory of a new word.
Anxiety and Pressure
For many students, spelling tests can be a source of stress and anxiety. This pressure can negatively impact their performance and their attitude towards spelling and writing in general. A more supportive and less stressful approach to learning spelling is needed.
Better Alternatives to Spelling Tests
Integrated Spelling Instruction
Instead of isolated spelling tests, integrate spelling instruction into daily reading and writing activities. This approach helps students understand how words work within the context of language, enhancing their ability to remember and apply spelling rules.
Great spelling practice activities include:
-Word chaining: write cat, now change it to mat, now make it mad. Each word is different by just one sound, so students have to think about the preceding word and figure out where to make the change.
-Write for a purpose: encourage your child to make lists, write notes, or include writing in their play. My kids write all over the whiteboard I hung up for the shopping list.
-Games: Something like Mad Libs or Scattergories gets kids so excited about the content that they forget they are practicing spelling, too. Shh! Don’t tell them!
Personalized Word Lists
Tailoring word lists to each student’s specific needs can be far more effective than a one-size-fits-all approach. Identify the words that each student struggles with and focus on those, making the learning process more relevant and effective.
Some children, especially when they have been very discouraged by spelling struggles, should just practice one sound or one spelling pattern at a time, adding new ones gradually and practicing the old. Make sure they can spell short vowels before they tackle long vowels (long vowels have more spelling options to choose from, so they are trickier). Help them get good at one-syllable words before they take on long words.
Multisensory Techniques
Using multisensory techniques, such as the Orton-Gillingham approach, can greatly benefit students, especially those with dyslexia. This method involves integrating reading and spelling while gradually introducing new concepts. It helps students learn spelling rules and patterns found in English, which in turn help them to read new words.
Practical Tips for Parents
Use Technology
There are many apps and online resources available that make learning spelling fun and interactive. These tools often include games and activities that provide immediate feedback, helping students learn from their mistakes and improve their spelling skills over time. Try the letter tiles from UFLI to make spelling and word chaining more fun and interactive.
Practice, Practice, Practice
Consistent practice is key. Encourage your child to read regularly, as exposure to correctly spelled words in context will naturally improve their spelling. Writing regularly, whether through journaling, storytelling, or even texting, can also reinforce spelling skills.
Conclusion
Traditional spelling tests might seem like a straightforward way to teach spelling, but they often fall short in helping students become proficient spellers. By integrating spelling into daily activities, personalizing learning, and using multisensory methods, we can help students develop a deeper understanding of spelling and improve their overall literacy skills. As parents, supporting these practices at home can make a significant difference in your child’s spelling abilities and their confidence in using language.
Next Steps:
- If your child is struggling with reading and spelling, contact us for a consultation to find out how online Orton-Gillingham tutoring can help.
- For more information and resources on effective spelling instruction, visit our Spelling Resources page.
Hi – interesting point of view for sure but I do disagree with most of it. I’m just a parent of two dyslexic children and if my oldest would have had spelling tests in elementary school there is no doubt he would have been diagnosed sooner than he did. So many words can not be spelled based on the sounds they hear. Also, how else do they learn “here, hear, to, too and two” and so many more? Spelling and vocab tests are so important. Along with a list of words on the spelling tests there should be nonsense words for them to spell – that’s how a teacher will truly know if the students have learned the concept/rule. A student will memorize how to spell “miss”, fluff” or “pill” but if also test them on a nonsense words such as “liff” or “sass”, they can’t memorize those words from flashcards. Along this same spelling rule, if you test them on the words “gas” and “bus” they should know to only use one “s” at the end and the reason why. Good spellers make good readers and writers.
Hi Kim,
Thank you for your comments. I think you and I agree more than we disagree. I am absolutely in favor of spelling instruction, and in favor of spelling assessment, including spelling novel words with the same pattern. I include spelling in all of my OG lessons, and I included it in my classroom instruction, as well.
As I explained in this post, what I take issue with is the idea of the weekly spelling test because often, it involves giving a list of words with more than one spelling pattern and giving kids practice strategies like “write a sentence” and “write your words 5 times each” that promote rote memorization. My experience (and research) says that memorization of spelling is not the best strategy for lasting learning. As far as to, two and too, and hear and here, students need to learn the rules and history behind those spellings and they need to learn to map the irregular spellings in words to the sounds in the word. And that’s something a lot of spelling curricula (including Words Their Way, which I mentioned in this post but no longer recommend except as a supplemental resource used by a skilled teacher) don’t offer.
Children (especially learners with dyslexia) need multiple exposures to a pattern and they need to grow their familiarity with different words that follow the pattern, exceptions to the rule, and other patterns that spell the same sound over time, and none of that is accomplished when they spell 10 words on a Friday spelling test and never see them again.
I don’t teach spelling with nonsense words, though. It works at the early stages, but once a child knows the sound /ks/ for x and the suffix s, how would they know if a nonsense word is nax or nacks? So instead, I use continuous review over time. Sometimes I say, “This word is probably one you’ve never seen before. It’s not common. What are your options for spelling the __ sound?” and we practice reasoning through the options based on how common they are.
-Beth
Hi,
I think you make a lot of great points. Rote memorization alone is not going to cut it. Richard Gentry has authored several books in support of what you say. I am a 4th grade teacher that uses “Spelling Connections” which is a word study approach co-authored by Gentry. I started using it after I read a book he co-authored called “Brain Words.” Gentry does endorse memorization but he clearly does not support this is a the sole approach to learning anything. But remembering is important. His point about poetry in the article above is a great one. The same thing occurs in math. Kids should really understand multiplication and division as concepts AND practice them enough to become “automatic” (which in my view is the evolved version of the old school memorization). Automaticity is achieved through conceptual understanding, quality instruction and sufficient practice.
Like most things in school right now I think the problem is partially a “quantity over quality” issue. Many teachers end up using the activities you don’t like because they often are not afforded the time to implement a quality spelling curriculum. They assign these as homework and that is about it, so I agree with your concerns. I just thought you might like to see what Gentry has to say on the topic. A good point the article you cited above makes is that spelling simply isn’t taught in many schools and districts because it is viewed as old fashioned. That seemed to be what he took most issue with in his article.
This is years late but I appreciate your post and the conversation. Spelling is important even with all of our AI advancements. Be well.
Hi Dexter, thanks for your comment! Your comment came just as I was updating this post. I have learned more about spelling since I wrote the original and I will have to check out Gentry’s books to read more about what he says.