Why Spelling Still Matters (Even with Spell Check)
Did your child ace their spelling test on Friday, only to misspell the same words in a story the next week?
Have you taught your student all the “syllable rules” and “spelling rules,” yet they still can’t seem to use them outside of lessons?
Do you think spelling isn’t that important because, after all, we have spell check?
If you answered yes to any of these, read on.
Why Spelling Still Matters
Even in the age of technology, learning to spell is still necessary. After all, we need to be “close enough” for spell check to recognize our words.
True Confession: I can’t count the number of times I have typed "diahr ... diaria ... diarreah" and seen that little underline tell me it was wrong, only for autocorrect to offer no suggestions. (With four kids in six years, I’ve texted the word “diarrhea” more times than I’d like to admit.) Even now, that red underline appears because my computer would prefer I use the British spelling (the preferred spelling for most words, as a Canadian) of "diarrhoea." No, spell check, I have already learned it the American way, and I'm sticking with it! And let’s just say that one slipped letter in an email to a neighbour turned a “bulk pork order” into something autocorrect was much too willing to interpret creatively.
Technology has its limits. Autocorrect on my phone also changes were to we’re when I was right the first time. I know the difference! Spell check only helps if we are close enough to the intended spelling, notice our typos, and recognize when it has “corrected” something incorrectly. Spelling and reading support one another, especially in the early years. Explicit spelling instruction strengthens students’ attention to sounds and letter patterns, while plenty of successful reading gives them more opportunities to notice how words are spelled.
So don’t give up on the (hand)written word just yet.
But What About Kids Who Are Years Behind?
Can they really improve? Absolutely!
Here are some practical tips you can use at home or in the classroom.
1. Don’t just answer “How so you spell…?”
When kids ask, many adults either:
Rattle off letter names (“AITCH-WHY-PEE…”), or
simply write the word for them.
Both approaches take away some of the student's opportunity for thinking. Instead, try:
“What sound are you unsure about?”
“What do you hear in the word?”
Example: With hyperbole, a child might write hyperboly. That's great thinking! They have represented most of the sounds. Now you can show them, writing above their error:
The /eye/ sound is spelled <y>.
The /er/ sound is spelled <er>.
The ending /ee/ sound is often spelled <y> in longer words, but in this word it is spelled <e>.
Yes, it takes longer. Too bad. Don’t rescue kids from thinking; the appropriate level of struggle is what helps learning stick.
2. Share patterns when you can
If you know something about the word, share it!
Example: The suffix -ous means “full of” or “having,” and it appears in 142 common words.
Not sure how to answer when a student asks, "Why?" That’s okay:
Say, “Hmm, I'm not sure!”
Look it up together.
Or check out Phonics and Stuff, where you’ll find 69 words with the ou spelling for /uː/.
Remember, kids aren't necessarily looking for deep etymological or linguistic knowledge. Often, "there are many different ways to spell each sound" is all that needs to be reiterated.
Don’t let not knowing "for sure" stop you from helping your child.
3. Hold them accountable for common words
Maybe hyperbole won’t come up often, but what about friend? If your child still writes frend, that needs attention.
Try this routine:
Write friend on a whiteboard.
Point out that the /e/ sound is spelled ie.
The student should add it to a personal spelling notebook, binder, or duotang. (Saying the sounds as they write!)
The student should have this notebook for reference when they write. Encourage them to use it while writing as well as to proofread their work before handing it in.
Add to this list as the child's skills grow.
Tip: Correct repeated errors kindly. They don't need angry circles of red pen, but gentle teaching. Think:
“I want to show you something cool about this word.”
4. Remind them to use their tools
Kids who’ve struggled often assume, “I can’t spell,” and eventually stop trying.
Encourage them with simple reminders:
“Say the sounds as you write.”
“Check your notebook for tricky words.”
Yes, it feels slow at first. With consistency, it gets faster, and it will stick.
Bottom Line
Spelling is more than memorizing for Friday’s test. It’s about:
Building lasting habits
Recognizing patterns
Growing reading skills
Building confidence
Using the tools they have, starting with their ears and their mouth!
And yes, kids who are behind can improve. It will take time to break the habits that haven’t served them. They need time to read and more opportunities to get their eyes on print so they can see all those patterns.
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