Spelling Generalizations with Within-Word Level Characteristics
| Generalization (most common usage) | Most Common Example | Predictability (%) | Exceptions | Usage (%) |
|---|---|---|---|---|
| 1. In English words, /v/ in the final position is spelled -ve. | have, five | > 99 | of | < 1 |
| 2. After a vowel digraph, r-controlled or consonant/k/at the end of a one-syllable word , spell with k. | book, perk, mask | 90 | disc, arc | 10 |
| 3. For long vowels a, i, o, and u in the middle of a one-syllable word, spell with v-e (vowel-consonant-e), the final e is silent and the vowel says and spells its name. | cake, mine, joke, cube | 84a | sail, light, type, boat, bowl, lewd | 16 |
| 4. In a one-syllable base word, long e is spelled with ee. | feet, three | 83 | leap, meat | 13 |
| 5. When the final base word sound is long a, spell with ay. | day, play | 84 | they, weigh | 16 |
| 6. When the final base word sound is long i, spell with vowel y. | fly, dignify | 80 | sigh, pie | 10, 10 |
| 7. In a closed syllable with the two consonants after an i or o, the i and o often spell and say their names. | mind, sold | 75 | mint, bond | 25 |
| 8. In any syllable position, oo as in moon, spell with digraph oo. | soon, ooze | 86 | soup, you | 14 |
| 9. In any syllable position, oo as in book, spell with digraph oo. | took, foot | 82 | should | 18 |
| 10. For diphthong /ou/ spell with ou in the initial and medial position. | out, shout | 77 | brown | 23 |
| 11. For diphthong /ou/, spell with ow in the final position. | cow, plow | 95 | thou | 5 |
| 12. For /oi/ in the initial and medial position, spell with oi. | oil, foil | 88 | royal | 12 |
| 13. For /oi/ in the final position, spell with oy. | joy, employ | 100 | ||
| 14. For /o/ in the initial and medial position, as the first sound in August, spell with au.b | saucer, augment | 88 | fawn, sprawl | 12 |
| 15. In a one-syllable word, for /o/ before the letter l, spell with an a.b | talk, call | 86 | talc, valve | 14 |
| 16. For /o/ in the final position, as in paw, spell with aw.b | saw, jaw | 91 | awe | 9 |
| 17. For soft g /j/, in the initial and medial position when the next letter is i, e, or y, spell with g. | gem, gym, gist | 80 | jilt, jet | 20 |
| 18. For hard /g/ in the initial and medial position when the next letter is not e, i, or y, spell with g. | gave, glass, got, gull | 96 | get, gizzard | 4 |
| 19. Spell the final /j/ in a base word with pillow -dge after a short vowel. | budge, ridge | 100 | ||
| 20. Spell the final /ch/ in a base word with -tch after a short vowel. | witch, batch | 91 | rich | 9 |
| 21. Spell the final /ch/ in a base word with -ch after a vowel digraph, r-control, or consonant. | gorge, hinge | 99 | college | 1 |
| 23. With a long vowel, vowel digraph, r-control, or consonant directly before a final /s/, add a silent e marker (everything but a short vowel). | mice, sense | 100 | ||
| 24. In a vowel position, /er/ is most often spelled with er. | fern, letter | 78 | bird, dollar | 11, 11 |
| 25. In an accented syllable, as in the final sound in star, spell with ar. | tar, tardy | 99 | seminary | 1 |
| 26. In an accented syllable, as in the final sound in for, spell with or. | fork, formula | 93 | course | 7 |
| 27. Schwa/c/ in an accented closed syllable before a m, n, v, or th, spell with an o. | love, mother, front, from | 38 | pun, run, rum | 62 |
| a Rule 3 for an V-e syllable is a composite reliability of the V-e vowels a, i, o, and u. Each individual V-e vowel reliability was 86 percent or better. | ||||
| b The sound au (austere), aw (paw), and a before l (ball) is a different sound than the short o sound in hot. One produces this sound by opening the mouth, similar to the short o sound with more rounded lips. The sound originally vibrates in the back of the throat and has a deeper guttural sound than short o. | ||||
| Reproduced with permission from Abbott, M. (2000). Reliable spelling rules within orthographic structures. Elementary School Journal, 101(2), 233-245. | ||||
From Effects of Traditional Versus Extended Word Study Spelling Instruction on Students Orthographic Knowledge, by Mary Abbott.
Reading Online, www.readingonline.org
Posted October 2001
International Reading Association, Inc. ISSN 1096-1232