ABSTRACT
This chapter shows that spelling is no different from other aspects of language use. Phonological awareness affects spelling and has long-term effects on spelling. Research on spelling supports the high frequency/low frequency distinction. Many high frequency words are irregularly spelled and must be stored as memorised items. Low frequency words tend to be more regularly spelled and can be dealt with by the application of rules. Learning to Spell English spelling is difficult. Although there are many rules, there are also many irregularities and decision points where competing rules need to be chosen. There are numerous techniques for giving deliberate attention to spelling. If spelling is a significant problem for learners, it may be worthwhile giving it some focused, planned special attention. Numerous studies looking at spelling and on other learning issues have shown the positive effects of a balanced, focused programme.
