Addressing worries about 'phonetically plausible spelling'

[debbie]

I myself have grave worries about embedded 'phonetically plausible spellings' or some describe these as 'phonically plausible spellings' - but what they are in reality could be described as 'invented spellings'.

Currently, teachers are likely to introduce the letter/s-sound correspondences of the English alphabetic code one by one - in a very 'linear' fashion.

Systematic synthetic phonics teaching starts off by teaching a 'simple code' whereby all the 'sounds' of speech are introduced one by one in a special order - and mainly one spelling for each sound. Thus, children can spend a long time happily writing with their skill of 'sound to print' for spelling - but with invented spellings (as they only know one way to spell the sounds) and teachers do not necessarily have a strategy to address this - or teachers may even think that they SHOULD NOT address this.

Well - I don't agree with this - and I have a different approach which I touch upon in my comment on this blog posting by Anna (and thank you to Anna for her very kind comments about the researchEd talks in April 2015):


http://staffrm.io/@eyfsedu/yu3NNZulBx

Please note Tarjinder's worries about spelling and my response.