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skip to content menu home contact a practice / to practise several thousand english words have silly spellings , like ‘fr i end, s ai d, he a d’, but the british differentiation between ‘a practi ce ’ and ‘to practi se ’ is one of the silliest. american english abolished it decades ago, saving countless spelling ‘errors’, without causing any difficulties to anyone. in british english the ‘practi ce /practi se ’ spellings continue to cause endless ‘misspellings’, particularly on school reports. – perhaps the distinction has been kept mainly to provide an assured source of schadenfreude to picky pedants? the differentiation is totally needless. – we don’t use different spellings with ‘to’ and ‘a’ for ‘notice, pause, rise’ or ‘go, play, work’. so why the special treatment for ‘a practi ce / to practi se ’? – i can think of no other reasons than to make learning to read and write more difficult, and to provide entertainment for some very sad people. giving schoolkids a hard time must have been a major consideration for most of the early fixers of english spelling. the first spelling lists and dictionaries were created mainly by private tutors to the rich. – making learning to read and write difficult was a good way of ensuring long job security for them. the main fixer of modern british spelling, however, was the failed schoolmaster samuel johnson , with his dictionary of 1755. his attempt to run a private academy in lichfield flopped before the end of its first year. he then tried to earn a living as a writer for a posh men’s magazine. when that did not go well either, he decided to become a lexicographer. he was even quite good at coming up with amusing definitions for words, which made his opus popular. but he made a bigger hash of english spelling than all the other fixers before him. the notion of using just one spelling per sound, or having spellings that obey some logic, appears to have been totally alien to him. apart from the ‘a pract ice / to pract ise ’ distinction, he made most ‘- is / – ce , – se …’ endings completely unfathomable: ten is , off ice , prom ise , purch ase , carc ass , witn ess , latt ice , lett uce …’. he excelled in making learning to write english as baffling and time-consuming as possible. in addition to the ‘-is/ -ice, -ise …’ fiasco, he also made the spellings of hundreds of other endings unpredictable and requiring word by word learning: flatt en – aband on , trunch eon , vill ain ; fath er – doct or , nect ar , amat eur … . he made consonant doubling totally incomprehensible: ‘a r ise – a rr ive’, ‘sho dd y – bo d y’, ‘bu s – fu ss ’. it is also due mainly to him that 335 words have ended up with 684 spellings, depending on their meaning, like ‘ there/their’ and ‘ by/buy/bye’ ; along with 113 sets of completely different words perversely sharing one spelling, e.g. ‘to minute in minute detail’ or ‘to lead like a lead balloon’. according to shakespeare, “the evil that men do lives after them”. this has certainly been true of samuel johnson. like tony blair, he was not all bad. but the harm he did has far outweighed all his good deeds. masha bell uncategorized leave a comment july 8, 2018 july 13, 2018 2 minutes not good enough regular spelling systems make learning to read and write much easier than unsystematic ones. – they make it easy for children to grasp the relationships between sounds and letters, or letter to sound rules. there is ample evidence for this from many countries, but particularly finland, estonia and korea. in english too, young children learn very easily that ‘ e ’ spells the short / e / sound, for as long as they meet only words like ‘bed, fed, bend, mend, defend ’. their progress in reading and writing becomes much slower, however, when they begin to encounter gremlins like ‘h ea d, s ai d, fr ie nd’. their early attempts to write them (hed, sed, frend) also show that they would cope with them far more easily if such words were spelt regularly. in english-speaking countries, a great of primary education is spent just on teaching children to read and write words with irregular spellings – time which could be spent much more profitably on learning many other things, and having more fun. by modernising english spellings and bringing at least the most time-wasting irregular spellings into line with the main patterns, anglophone children could become much better educated, in a more relaxed way, without the pressure of endless testing. apart from making learning to read and write exceptionally slow and difficult, the irregularities of english spelling also make the start of schooling for many young children more confusing and demotivating than it could be. nearly all of them start reception keen to learn, as they demonstrate in their early simple phonics lessons. but as they meet more and more spellings which obey no rhyme or reason, their enthusiasm starts to ebb. – by making english spelling more sensible, we could preserve young children’s love of learning for much longer and help all of them to become educationally more successful. we might even improve their brain power. in the 1970s, when some uk schools were experimenting with i.t.a. (initial teaching alphabet) in the first school year, a headteacher in liverpool gave two infant classes a pattern-matching test, before one started to learn to read and write with normal spelling and the other with the more regular spellings of i.t.a. the pupils were given the same test again at the end of the year, when the i.t.a. group did much better than on the first test. the group using normal spelling did much worse. english spelling is unkind to kids. most of all to kids from deprived backgrounds who don’t get much educational support and encouragement at home. masha bell uncategorized leave a comment june 29, 2018 july 3, 2018 2 minutes making a start on modernisation the educational standards of english-speaking countries would be much higher if their students did not have to spend so much time on learning to read and write. – english spelling is very irregular and makes both learning and teaching to read and write exceptionally difficult and slow. writing systems that use just one spelling per sound, like finnish and korean, make learning to read and write much easier. ideally, english would have just 44 spellings for its 44 sounds, instead of 205. but reducing the current 205 spellings to just 44 would change the look of english writing very drastically. perhaps i am too pessimistic, but i believe that most people would find this too shocking. i am inclined to think that a small number of changes, which are guaranteed to make a noticeable difference to young children’s progress in learning to read and write, would meet with more acceptance. and once their worth has been established, further changes are likely to get a better chance of being considered as well. some irregular spellings impede overall progress in learning to read and write much more than others. the very worst are those that most confuse young children and put many of them off school and learning from a very young age. among those are the 63 irregular spellings for short /e/ and 68 for short /u/. improving the likes of ‘h ea d, s ai d’ and ‘y ou ng, br o ther’, would already make the start of learning to read and write much easier. and it should be remembered that both used to be almost completely regular before the adoption of ‘o’ for /u/ next to v, w, n and m, as in ‘ love, wonder, month’ and ‘ea’ in ‘head, read, thread’ . ideally all words with short /a/, /e/, /i/, /o/ and /u/ would be spelt as in ‘bad, bed, big, dog, bun’, as they are is 466, 301, 421, 357 and 308 words each. the irregular spellings for short /a/, /i/ and /o/ are less harmful, because they affect only 7, 45 and 32 words. more importantly, only 22 of them occur in high frequency words that pupils are likely to meet in their early reading, or need to use in their own writing: pla i t, a u nt, l augh , hav e ; b u i ld,

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