3.+Learning+to+Write

Writing is part of everyday life, whether it is sending a text message, writing an e-mail or filling out a form it is a necessity to become part of the working world. There are many stages to learning to write. **Prephonic Spelling** This occurs when children start to experiment with ‘letters, numbers and other symbols to represent the spoken language.’ (Hill, 2006; Page 267) The child starts to explore the relationship between ‘written and spoken words. Sometimes a word is represented by a picture and sometimes by letter-like symbols. There may be the beginnings of directionality from left to right.’ (Hill, 2006; Page 267) This is when the child has some understanding of sound-symbol relationships. ‘A word may be represented as one letter or two. Usually the initial sound, and occasionally a final sound, is represented.’ (Hill, 2006; Page 267)Sometimes consonants are used and vowels are forgotten, ‘for example //skl// for //school.’// ( Hill, 2006; Page 267) ‘In phonetic spelling, writers record words using an almost perfect match of letters and sounds. Particular spelling of sounds can occur in a self-formulated style of spelling. The rules the writer invents may not conform to standard spelling; for example //wif// for //with.’// (Hill, 2006; Page 268) **Transitional Spelling** ‘In transitional spelling, the writer begins to use a range of visual strategies such as common letter patterns. There is an increase in the use of words learnt by rote recall and a move away from relying on phonics for spelling all the words the child needs to write.’ (Hill, 2006; Page 269) ‘In this phase, writers use a multiple strategy approach, at times using common letter patterns, phonics and words learnt by sight. As spelling develops, more and more children rely on visual cues to check that the word looks right and whether there are other spelling alternatives.’ (Hill, 2006; Page 269)
 * Semi-phonic Spelling**
 * Phonetic Spelling**
 * Independent Spelling**