* All Partners were chosen among 50+ writing services by our Customer Satisfaction Team
One word comprised of two words, using an apostrophe to take the place of the missing letter(s).
Sounds made when air leaves the voice-box unobstructed with a clear passage.
Letter clusters that help to form word families or rhyming words (i.e. , ad, ack, at, an).
Two-vowel combinations that make a single sound. Examples are “oa” in “boat”, and “ea” in “teach”. Usually the first vowel is long and the second vowel is silent.
Sounds that consist of a blend of two separate vowel sounds such as “oi” in “oil” and “oy” in “boy”. The tongue often starts in one position and ends in another.
Neither long or short vowels. The proximity of “r” affects the pronunciation of the vowel such as the “a” in “car”, “e” in “her”, “i” in “girl”, “u” in “hurt” and “o” in “for”.
Neither long or short vowels.
The proximity of “l” affects the pronunciation of the vowel such as the “a” in “chalk”, “e” in “help”, “i” in “milk”, “o” in “cold” and “u” in “bull”.
The part of the syllable that precedes the vowel of a syllable. In the case of multi-syllabic words, each syllable has an onset.
For example, the onset of the word “pill” is /p/.
The part of a syllable (not a word) which consists of its vowel and any consonant sounds that come after it. For example, the rime of the word “pill” is /i/ /ll/.
Word pattern of short vowel + consonant. Exceptions: or
Word pattern where medial vowel is short and between two consonants.
Examples: man, pet, lip, tot, bun.
Word pattern where the vowel is short. Examples: balk, cost, film.
Word pattern usually starting with a consonant blend. Examples: brat, clap, skip.
Word pattern where the vowels are often digraphs. Examples: bait, goat, team.
Word pattern that includes long medial vowel sound. Example: made, like, cone, huge. Exceptions: love, live.
Pre-communicative Spelling Stage
Showing no understanding that letters represent sounds. A child in this stage will “write” by drawing pictures or making squiggles. If letters appear, they are random. The child has no understanding of the alphabetic principle.
Semi-phonetic Spelling Stage
Attempting to use letters to represent sounds. The child’s knowledge of the sound-symbol relationship is poorly developed, however. Children at this stage do not often write a letter for each sound; some sounds are unrepresented.
Phonetic Spelling Stage
At this stage, children know that letters represent sounds and at least one letter represents each sound in a word. This does not mean that the child will always choose the right letter or combination of letters, however. Writing at this level can sometimes be difficult to read. At this level, children should be encouraged to write even though they make mistakes.
Transitional Spelling Stage
Conventional Spelling Stage
The child spells almost all words correctly. Mistakes at this level occur when the child tries to spell new words with irregular spellings. Children at this level can also generally recognize that a word they have spelled is spelled incorrectly.
Frequently occurring letter combinations of English spelling (e.g. the rime -ight, the suffix -ation).
Words that look alike and mean the same thing in two different languages.