Children travel through various stages of inventive spelling in which different strategies are used. These spelling strategies move from simpler phonetic spelling to semiphonetic spelling and continue to become more difficult. Children begin formal spelling instruction in the first grade or at the very start of second grade. Spelling ability allows the child to read written words correctly. Lack of spelling ability makes it difficult to read written words.
Spelling is also essential when students have to produce written work in class.
Research shows that students with learning disabilities progress at a delayed rate compared to their non-handicapped peers. They follow the normal stages of spelling development, but at a much slower rate. The spelling errors made by students with learning disabilities do not seem to differ from those errors made by younger, non-handicapped children. Multiple skills are needed to achieve successful spelling. Students with learning disabilities may have difficulty with one skill, but not with another.