spelling practice

Psychological aspects behind the learning of spellings and pronunciations

The majority of psychologists believe that kids understand how to spell by utilising automatic optical recollection. They one by one place the letters one after another to generate the complete word. But the modern-day details show that this thinking process has evolved over the last two decades. 

Investigators have realised that a kid’s memory for letters, alphabets, and words is not totally or even mainly automatic. They have found out that two essential key points come into play, especially regarding spelling practice.

First and foremost, the researchers now understand that kindergarteners learn to pronounce and spell in an approximately anticipated series of footsteps that relies on one another.

Secondly, they now know that remembrance depends on kids expanding awareness and realisation of written and spoken alphabet structure.


Pre Communicative Writing Phase

The majority of the Kinder gardeners witnessing newspapers, magazines, and storybooks in their houses involuntarily start to grow curious about word pronunciations and writing.

Even though they may understand the pronunciations of some alphabets, recognise their structures, and understand what the alphabets represent in terms of speech sounds. But they do not realise what that word is or understand the print service words. The little ones also do not know that the gap between words indicates partitions between them.

At this point in life, when they are learning how to read, associate it with “logo-graphic.” This points out that the Kinder gardener is trying to guess the full pronunciation relying on their optical characteristics.

  • Semiphonetic Period

The psychiatrists have also noticed a pretty exciting development when the kindergartener has already practised with similar words.

 Now they have evolved alertness of letters and alphabets.

They start to understand that alphabets serve speech sounds which are associated with the importance of pronunciation. Then they carefully and routinely utilise shorter versions of the spellings and pronunciations. For instance, the Kinder Gardner can use a few alphabets, which are typically consonants.

Mainly to represent parts of word-initial alphabets, syllables, and words. Sometimes those consonants keep in touch with the name of the alphabet letter. At this point, the kid can utilise their understanding of alphabetical pronunciations and some specific vocal clues to read.

 But their capability of recognising and splitting up word pronunciations is still pretty restricted.


  • Spoken Spelling Phase

As the kids understand writing, they develop a consciousness of alphabet names and later correlation and speech sounds.

Sometimes they can also utilise the one alphabet pronunciation with one sound policy. This commonly takes place in Play Schools, kindergarten, and even the initial part of grade 1. 

At this stage, kids pronounce by duplicating sounds to alphabet letters. 

They are also continuously serving all of a spelling sound. To do this, they depend on how alphabets act in their tongue. 

This phenomenon is typically known as temporary pronunciation or discovered pronunciation.

 The kids utilise spoken spellings and alphabet names to serve a short or long consonant or vowel sound in this process. The majority of the 5 to 6-year-olds go through this standard period of learning.

They are also communicating their readiness to master traditional spelling and pronunciation patterns. 

Some of the most common examples of discovered spellings and pronunciations are:

  • “DA” for Day
  • “YAR” for Where
  • “YL” for Will
  • “FES” for Fish
  • “YOH” for Watch
  • “LIK” for Like
  • “SAD” for Said
  • “FEL” for Feel
  • “BAD” for Bed
  • “KAM” for Came
  • “WEL” for Will 

As kids collect exposure to practice writing and printing and become even more alert to the sounds and pronunciations of words. They start to understand and remember longer alphabetic script structures and clusters of alphabets. The little ones also use them to pronounce and spell another word.

For instance, a usual Kinder Gardner spelling structure of commonly used words can evolve over weeks or months.


Wrapping up

The little ones required a lot to understand how to move beyond the non-permanent pronunciations and spelling. To go forward in this process, kids must practice ending rules, spelling patterns, and letter combinations.

They also have to practice spoken components of consonant digraphs, consonant blends, vowels and consonants, and so much more. When they proceed from the initial to intermediate stages, they are on their pathway to learning the structure rules and patterns that support correct spelling and pronunciation. To make this process a bit easier, the kindergarten sight words alongside pictures.

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