Investigating Spell to Write and Read

LITHBTH Educational Services

Investigating Spell to Write and Read

On this page we'll answer some of the common questions asked by people who are considering using Spell to Write and Read or just want to know more about it. If you don't find your question here, contact me or join the SWR Email Support Loop.

BHI = Back Home Industries, Gary & Wanda Sanseri's Publishing company

LITHBTH - "Elizabeth" (my name) with a lisp. See the Contact Us page for the story behind this name.

SWR = Spell to Write and Read by Wanda Sanseri

TRHS = Teaching Reading at Home & School by Wanda Sanseri

WISE = The WISE Guide by Wanda Sanseri; WISE stands for
Words, Instructions, & Spelling Enrichments

WRR = The Writing Road to Reading by Romalda Spalding

Spell to Write and Read works from some of the same outstanding sources that Romalda Spalding used in The Writing Road to Reading. Both systems draw from the 70 Phonograms (the sound-letter system to the English language organized by Anna Gillingham), the Extended Ayres List (a scientifically normed core list of spelling words), the method of spelling dictation demonstrated by Dr. Samuel Orton, and a general core list of spelling rules collected from different writers in the previous century. Wanda Sanseri has updated these basic tools based on modern computer research. She has organized the Teacher Materials in a user-friendly format and rewritten the spelling rules to make them more precise, lyrical, and complete. She has expanded the instruction to create a fuller and integrated Language Arts program.

Teaching Reading at Home and School was originally developed as a supplement to The Writing Road to Reading. TRHS provided a step-by-step format to help teachers using the Extended Ayres List in WRR. Wanda Sanseri saw the need to update the basic Spelling List which Leonard Ayres developed ninety years ago. She also had a vision for reorganizing the words within each section to make stimulating reinforcement assignments. It is boring to try to learn new words by copying them five times! It is better to use new words while learning other important concepts. She designed her own spelling list, calling it the Wise List after her maiden name. References in TRHS to various levels in the WISE Spelling List could still apply because she had used the same Spelling Sections, only reordering the old words and adding new ones. Unfortunately, page references listed in TRHS will no longer coordinate with the recently enlarged fifth edition of WRR.

For a number of years TRHS has been used successfully with The WISE Guide. Teachers appreciated all the extra helps in the book, but they have naturally experienced some frustration in places where the two books did not work together smoothly. New features in The WISE Guide were not explained in the teacher's manual, including something as basic as a rule for teaching plurals.

Spell to Write and Read is the long-awaited companion guide designed exclusively for the Wise List. SWR answers many questions never before discussed. In order to fine-tune and better coordinate the materials, Wanda has done extensive study. Her deeper understanding of the consistencies within our language are reflected in this new work. While the core concepts are still in place from the master teacher who mentored Wanda, all of the key components have been refined, clarified, and updated. The instructions for the teacher have been improved. Many key points are now illustrated with graphics. Teaching objectives for each concept are clearly defined. Spell to Write and Read is much more than another version of The Writing Road to Reading--it is a program that by all rights stands on its own as a major contribution to the world of letters.

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Wanda Sanseri's Oregon Senate Hearing Presentation includes information on how most reading programs fail our nation's students. She also discusses the way SWR provides students with tools for success in both reading and spelling. A transcript of this speech is on the Senate Speech page. A copy of this presentation can also be found in Appendix A of Spell to Write and Read.

* SWR focuses on establishing from the beginning the basic tools needed for our language. A student who knows the core components of English spelling can use this information to build or recognize many words at all levels. We do not restrict a student to learning every word, one word at a time.

* SWR starts with spelling and not reading. A beginning, non-reader learns to write and say the symbols representing the sounds of speech. Next, with teacher guided dictation, he learns to sound out and write spelling words. He is not expected to read a book until after he can smoothly read the most frequently used spelling words he has written for himself.

* SWR presents the language in a way that has few exceptions. Most systems have long lists of rule-breaker words. With only 70 phonograms and a few spelling rules we can phonetically explain 93-97% of the most frequently used words in our language.

* SWR teaches from the known to the unknown, presenting the foundation carefully in such a way as to not overload with too much to confuse, or to leave with too little. The student is able to experience real life success.

* SWR covers many levels of language instruction. Our core list of high frequency spelling words are organized by difficulty in spelling ranging from K to12. We provide diagnostic testing so students can be placed by ability rather than grade-level.

* SWR students of varying levels can often work together without sacrificing the students at either end of the spectrum. The principles we teach with first grade words still apply to high school level vocabulary. We teach much more than rote memory.

* SWR avoids common practices that establish misleading expectations:

NO LOOK-ALIKE WORD MATCHING: Unless we enjoy being wrong a large portion of the time, we should not expect that if a word looks like another, it will sound the same. "May" might sound like "day," but "heard" and "beard" do not sound alike. We need to identify the phonograms in a word not just the letters. HEARD has three phonograms /h-ear-d/ and BEARD three /b-ea-r-d/. A true word family is a base word with its derivatives (joy, enjoy, rejoice) and not look alike words with nothing in common (joy, toy, boy, soy).

NO PHONICS LADDERS: Students should not be given a list like "ba, be, bo" and expect to read it with the first two sounds as in "bat, bet, bop." We don't know the sound the vowel will make until you see the whole syllable. Vowels at the end more commonly say their name as in "ba-con, be-come, bo-nus." Multiletter phonogram units can change the sound. Consider OA in boat, OU in bout, OW in bow, or OY in boy. Rules can also influence the sound. Think of bold (O can say O before two consonants), bole (O says O because of the E).

NO UNRELIABLE RULES: We do not teach cutsy sayings like, "When two-vowels go walking, the first one does the talking." While EA may say /E/ as in "eat," it can also say /e/ as in "bread," or /A/ as in "steak." It can even sound like /er/ in "heard."

* SWR can be effectively used in any teaching situation whether it be homeschooling, tutoring, classroom, or teaching ESL. The Teacher's Manuals are written in a way any teacher-- whether credentialed or just starting to homeschool--can understand and put into use. Other programs are geared specifically for the classroom setting and require teachers operating in different environments to modify the program to fit their needs.

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Many homeschool and classroom teachers have been attracted to the concepts summarized in The Writing Road to Reading, but had trouble discerning from the book what to do when. As a result, there are a variety of Spalding-inspired programs on the market today. These have all been written by people who wanted to clarify how to use this effective methodology for teaching Reading and Spelling. All have some merit. All will differ in some ways which will make their various products similar but not necessarily interchangeable. The information presented here is intended to help the consumer understand how the Sanseri system compares with other Spalding-inspired programs, and is in no way meant to discredit the hard and diligent work of the other authors.

* Wanda Sanseri studied directly under Romalda Spalding and Oma Riggs. She has taught in the classroom, has successfully homeschooled her three sons through high school, has tutored children and adults, and has used SWR for teaching ESL. Other programs have been written by people who have never had the same direct opportunities for personal training or who lack the broad spectrum of teaching experiences.

* A simple spelling test helps teachers target the best starting point for the student's instruction, not wading them down with words too easy or discouraging for them with words too advanced. Some of the other programs organize the core words by frequency rather than by difficulty. This shift destroys the scientific value of this type of diagnostic spelling test as an aid to student placement.

* The Wise List has added 500 words not included on the Extended Ayres List. The updated list contains 250 high frequency words not covered in the the Ayres classic study in 1915. It also includes words that reinforce neglected spelling rules and many of the most commonly misspelled words. Derivative work has been planned carefully for ease of use. Other programs have shortened the core list or included derivative work that prematurely involves rules not yet introduced.

* The Wise List indexes all the rules to all spelling words. A new teacher to the program can place a student in higher level work and still find all the reference she needs to all concepts that apply to a given word. Other programs quickly wean the teacher of helps and cues as to markings and spelling rules. Comments are made such as, "by now you will be able to recognize these ten rules." No further reference will be made to them. This assumption forces a new teacher to start either at the lowest level of spelling words or risk missing some of the most important concepts taught.

* SWR uses a valuable visual aid to help teachers and students learn the spelling rules. Flash cards provide a visual memory jogger. To our knowledge, no one else has anything similar to our spelling rule cards.

* The SWR Core Materials cover the full range of instruction. Some of the other systems break the materials into different grade levels. A second grade teacher has to buy the first grade level book in order to master foundational concepts not repeated in the second book.

* SWR presents the system in a sequential, step-by-step format so that the teacher understands how to move the student through the program. The teacher can start a student at any point in the Spelling List, see at a glance the preparatory work the student will need, and easily assess the student's progress as he moves along. Some of the other programs have teacher instructions presented topically rather than sequentially thereby giving the teacher the challenge to figure out where to go next.

* SWR provides the teacher with completed copies of all Reference Pages at both Beginner and Advanced levels with thorough explanations for why and how the pages are to be taught. Instructions include tips for customizing the word samples to maximize learning. The explanations of the Reference Pages in some other programs are less clear as to the presentation and purpose of the page.

* SWR treats the phonograms as an aid for "thinking to spell." Other programs have expanded the phonograms to match precise pronunciation. In many cases the schwa has been added in a way that severely muddies and confuses the brilliance of the method. Elaborate and unnecessary explanations have been necessary to support the use of the schwa. A primary focus on pronunciation creates endless variations depending on the region of the country. Spelling is highly uniform within the English language, regardless of the geographical location of the speaker.

* SWR revised spelling rules to improve reliability and easy in recitation. The rewording has been field tested and fine-tuned over the years helping it adapt well to older children or foreigners studying English.

* SWR teaches the student to analyze words and note the spelling rules that are being used with a special marking system. This not only reinforces spelling rules, but teaches logical thinking as well. The markings are not to be confused with those found in the dictionary to indicate pronunciation; they look different and are used differently. For example, in the word ?go? the dictionary marks the O with a line over it to indicate that it is saying its long sound. In SWR, we go a step further and illustrate with our markings WHY the O says /O/ or what rule is at play in this word. We will underline the O to highlight the spelling rule ?O usually says /O/ at the end of a syllable.? Our marking for the long sound of O in "pole" will be different to indicate that the O says /O/ because of the silent final E. Other programs use a conglomerate of some special markings and some dictionary markings. In some cases, dictionary markings are used to represent something entirely different than what they mean in the dictionary. For example the ^ symbol, which in the dictionary means an R-influenced vowel, is used by another program to refer to the schwa sound. Students are confused when the same symbols hold different meanings.

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(From Wanda Sanseri) First, although both WRR and WISE contain the full Extended Ayres List, the overall word lists themselves are not identical. In WISE needless repeats of words have been removed, and words from more current research have been added. Secondly, the words are reorganized within the section levels to enhance teaching dynamics.

1) WISE enlarges and updates the word base.
Leonard Ayres published in 1915 a list of 1000 most frequently used words in English. BHI sells a book that describes the research involved in this classic work that has stood the test of time (A Measuring Scale for Ability in Spelling by Leonanr Ayres). The Extended Ayres list Mrs. Spalding used has 500 additional words and 250 unnecessary duplicates to make a total of 1750 words. The latest edition of WRR has added a few more.

The WISE Guide includes the original Extended Ayres List minus the needless duplications. WISE updates this list in light of current findings. Computerized studies to discover the 1000 most frequently used words today include 300 words not in the Ayres list a century ago. I added those words plus 200 additional words to make a total count of 2000 words. The final 200 were selected as example words that would apply spelling rules neglected by the original list and words taken from lists of "most commonly misspelled words."

2) WISE reorganizes the word list for added teaching opportunities.
WRR follows the Extended Ayres List in the exact word order that Ayres presented in his study. I believe Mrs. Spalding thought each word was ranked in a particular order that needed to be retained rigidly.

I remember struggling with the excellent idea that she promoted several months into the program. She said that from that point forward the teacher should add practice work with root words and derivatives. I recognized the value of this suggestion, but I had trouble implementing it. When was I supposed to do this? The words in the order presented did not lend themselves to such an activity. I also felt a need for more interesting ways to help children master the words. We need to use a word repeatedly in order to establish long term memory.

I discovered the solution to this dilemma when I studied the actual research behind the Ayres List. Ayres provided two finalized lists. One was the 1000 words in frequency order. In this case, the words needed to be presented in a rigid sequence. However, the version used in WRR was not in frequency order. The final list grouped words into sections by levels of difficulty (Section H, Section I, etc.).

When I understood that all the words within given sections were of the same value, I realized that I would not lose any of the scientific research if I rearranged the words in a manner that could provide valuable spelling reinforcement activities. The shackles fell off.

I eagerly examined all the words in each section and asked myself a variety of questions on grammar, diction, vocabulary development. I did not want to group words by either phonogram or sound the way many spelling programs do. I feel that approach is flawed. I did, however, want to inspire a love for the language and spark interest.

I asked questions like what words in this section can...

take a common prefix?
take a common suffix?
teach plurals?
teach past tense endings?
be combined into compound words?
be made into LY adverbs?
make good practice in alphabetizing?
demonstrate certain skills that improve composition skills?
teach about vivid verbs?
teach basic parts of speech
form synonyms and antonyms?
be made into a common contraction or abbreviation?
prompt original stories (character, setting, conflict, resolution)?
link in word meaning (seasons of the year, colors, numbers)?

I then organized the words within each section into groups of ten. Maybe one group has a column of the most commonly used prepositions. Another group may have verbs that we can turn into past tense following our ED spelling rule. I might find a set of words that can have two unrelated meanings and suggest that the students write the word and draw a picture of the two meanings. I give the example of "saw" and show a picture of 2 eyes and then a wood saw. I started with the original Extended Ayres List and then brought in my additional words where needed.

After I formed a group of 20 words, then I would work to determine the placement within the list. In section A I had words like: top, six, ten. I decided to put "top" as the first word, make "six" the sixth word, and "ten" the tenth word. After I teach a column of words I have the students read the words. In this case, I also ask the students to count to see how many words we just wrote, starting at the TOP. Often they catch that when they say "six" they have the word "six." Then they are really excited that when they say "ten" they see the word "ten." This is a happy teaching moment. They become alert to not just read the words but see if they can discover other places where I have planted fun extras.

I considered such things as which word would be in the adjoining column. I decided in Section A to make the adjoining words be words that could logically be used in a sentence. This aids another goal that we have at this point. Across from top is the word "hat." The student can read "top hat" and say, "I put the hat on top of my head." or "Lincoln had a big top hat."

WISE gives two pages of lesson plan ideas for each set of 20 words. Each set has tailored follow-up activities that the child may be able to work on independently. For example one set of words can all be used as nouns. The teacher dictates the words for the student to write the words into his Learning Log. Afterwards the teacher explains that all of these words are singular but can be made plural. The teacher can give the student a copy of the Plural Chart (or format their own sheet by the instructions) and have the student independently apply our plural rule to the new words, putting the plural form of each spelling word in the proper place on the chart.

Some activities may even include art. For example a graphic way to teach adjectives in action is to draw the difference an adjective can make. Consider how this might work in a list that includes words like: egg, brown, large, more, cooked. The student can draw the following: brown egg, large egg, more eggs, cooked eggs. Under the picture they can write the appropriate spelling words.

The key personal pronouns were in A-G. I put them into a column: I, me, you, he, him, she, her, it, we, us. This provides a natural way to teach the idea of subject/ object pronouns either at that time or later. I grouped the articles together: a, an, the. I grouped the ten most common prepositions together. Sometimes I have the first column nouns and the second column verbs that those nouns could work with. The students are to take the two words across from each other and form original sentences. Sometimes I have selected words that have common opposites. If she likes, the teacher can vary the spelling quiz by saying, "Write the new spelling word that is the opposite of young."

These optional spelling enrichments help the child master the new words as she uses them to do something engaging. It sure beats just saying, "Now take your words and copy them five times."

I could say much more, but I think that gives you an idea. If you decide to switch from the list in WRR to the words in WISE, you will not lose anything, but you will gain much.

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(From Wanda Sanseri) SWR can make a tremendous difference for teens, adults, or foreigners studying English. Diagnostic tools are provided to place a person in the program at their level of challenge, not wading them down with material too easy or discouraging for them.

It is easier to mold the mind to this type of thinking with a young student and that is why we like to use it from the beginning. The older we are the more likely we will first think the way we were taught as children and use these techniques to self correct. That means we have an added step in the way of our "processor." The beginner who learns this way will instinctively think this way. My sons are so much faster than I am because the language is internalized in a reliable way that they can retrive instantly. While it is best to use from the beginning, it is valuable for all ages to do this program. We believe the sooner you teach this the better, but don't hesitate even if its later. A 12-year-old is three times more likely to be able to master this to an instant level than some one in their thirties or forties, but even senior citizens can make dramatic improvement.

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SWR is a complete spelling course for grades K-college level. This time-tested method is not only excellent for beginning readers, but also for remedial students behind in reading and/or spelling. The integration of all areas of language arts simplifies your teaching. When working with younger elementary students, there is no need for separate curricula for penmanship, grammar, composition, vocabulary and spelling. SWR covers it all!

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In order to teach the program, we recommend that you have each of the items in the Core Kit of Teacher's Materials which includes Spell to Write and Read, The WISE Guide, The 70 Basic Phonogram cards, Spelling Rule cards, and a Phonogram Cassette Tape. You can see a review of these items on the Materials page. Other products which you would find necessary or helpful in teaching this program are also listed.

Spell to Write and Read is actually very easy to use...once you understand the methodology and get your feet wet with the program. Some initial studying and work needs to be done on the teacher's part to be prepared to teach. However, once you start using it with your students, the program falls into place and makes a lot of sense. A brand new user may not feel like this, but that is only because she is in the learning phase. Some teachers must also "unlearn" the misconceptions about our language with which they were taught. On the other hand, the younger children are not cluttered with this erroneous teaching and consequently are able to breeze through the concepts. The seminars are not necessary for teaching the program, but they really help! Our purpose in the seminars is to help bring the program to life for you, walk you through the steps, model the teaching, and answer your questions as you learn. I've had people take my seminars and tell me they don't know how others teach SWR without the class. Many do very well just by picking up the book and doing their homework. Spell to Write and Read explains things so well, everyone should catch on IF they will just read the book carefully and follow instructions. Being able to ask questions on the Email Support loop is also a big help.

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Go to the Getting Started 101 page and see Step Five.