Acc. to an article in The Times there is some new research coming out this week from Oxford University Press which discovered that, despite decades of government blitzes and curriculum changes, children still get key rules wrong. My explanation for this is as follows.
Roughly half of all children and adults don?t manage to become proficient spellers, because they cannot cope with the requisite memorisation. I analysed the 7,000 most used English words and found that 3,695 of them contain one or more unpredictable letters, as in ?friend, said, quay?.
Lucky individuals with good visual memories (roughly 1 in 5) imprint them on their minds with reading. For all others, learning to spell English is difficult and time-consuming. They have to learn from their mistakes by the traditional ?look ? say ? cover ? write ? check? method, over and over again.
English has 90 main spelling patterns or rules, but 80 of them have at least one exception. Consonant spellings are mostly fairly stable (bib, dad, mum, pip, tot...), apart from , and : jingle ginger; scale skate, fence sense. Vowels spellings are much less consistent. Only the short /a/ sound of ?cat, mat, sat? has just three exceptions: plait, plaid, meringue.
All others have many more, but the inconsistencies which are chiefly responsible for making learning to spell English difficult and time-consuming are following.
- The different spelling for 334 homophones, such as ?their/there?, ?to /two / too?. ? Over 2000 other homophones have just one spelling (e.g. mean, sound, round ...) and 103 pairs of words get by with just one spelling for them (tear, wear, row, bow, minute...). The 334 homophones with different spellings take a great deal of learning and cause endless spelling errors.
- Inconsistent consonant doubling in words of more than one syllable:
e.g. offer ? profit ? offend,
with regular, missing and surplus doubling in at least 381, 439 and 153 words respectively.
Doubling for the purpose of keeping stressed vowels short is used consistently when adding suffixes to short words (pin ? pinned, pinning v pine ? pined, pining), but the rule is totally unreliable for longer words. It comes down to simply memorising which 592 have them and not being mislead into doubling logically (latter / lateral; poppy / copy).
- The 459 unpredictable spellings for a stressed, long /ee/ sound (speak, seek, shriek, seize, scene...key, ski, quay...) ? 94 of those are different spellings for homophones (bee/be, sea/see....)
- The 196 unpredictable spellings for long /oo/, with in 95 words (soon, moon) and assorted ones in 101 others (move, group, blue, shoe, flew, through...).
- The 100 words with variant spellings for which is used in 171 (dole, stole, role) but not in ?roll, coal, bowl, soul....?.
Those five inconsistencies are chiefly responsible for making learning to spell English exceptionally time-consuming.
Another 5 take quite a bit of learning too:
- Surplus s (are, have, imagine, delicate, promise - cf. car, chav, boffin, acrobat, tennis) in ca. 200 words.
- Unpredictable (e.g. her bird turned early ? with 70 and 132 others).
- 102 with variants for (date ? great, straight, eight, gait)
- 68 for short (cut - couple, come, compass, does, blood)
10. 67 for short (bed - said, head, any, friend )
I wrote this in Word first, with formatting which makes all the spelling differences much clearer, but it's too fiddly to do that on here. I should think u can send me a PM and leave your email, if u would like to have the clearer version.