What to expect at different ages
Ages 7-8 (Lower Primary): Children should spell simple, phonetically regular words (e.g., “cat,” “jump”) and begin recognising common irregular words (e.g., “said,” “was”).
Ages 9-10 (Upper Primary): Spelling becomes more complex as children learn prefixes, suffixes, and homophones (e.g., “there” vs “their”). They should spell high-frequency words accurately and use rules like doubling consonants for -ing endings.
Ages 11-13 (Lower Secondary): Children are expected to apply advanced spelling rules, such as recognising Greek and Latin roots, and spell multi-syllabic and subject-specific words.
Ages 14-16 (Upper Secondary): Students should demonstrate precise spelling across diverse contexts, including academic writing, and avoid common errors like mixing up “affect” and “effect.”
Implications (in class and at home)
Children with poor spelling skills may struggle to express themselves in writing, leading to reluctance to complete assignments or participate in tasks. They may also rely heavily on spellcheckers or simplified vocabulary to avoid errors, limiting their communication and creativity. At home, frustration with spelling challenges can make writing tasks or spelling-based games stressful rather than enjoyable.
Implications of a low score in our test
A low score on the Typed Spelling Test suggests difficulty with recognising and applying spelling patterns. This may affect written assignments and lead to lower confidence in literacy-related tasks. However, to gain a proper picture of spelling in this pupil, it is worth doing more assessment.