This paper considers samples of independent writing highlighting the integral role of phonology, orthography and morphology in spelling development for children from 5–6 years to 7–8 years (3 years of formal schooling). It also introduces an approach to monitoring spelling development by considering the sources of knowledge that are evident in children's attempts to spell when writing independently. Synthetic phonics can be a powerful and effective strategy for both reading and spelling; however when the development of a synthetic phonics strategy fails to take account of the importance of compatibility with orthographic and morphemic knowledge its predominant use can lead to long term spelling difficulties for children who cannot acquire this knowledge from implicit learning when reading. Furthermore, this paper proposes that there may be an optimum period for ensuring the interaction between phonemic, orthographic and morphemic knowledge (5–6 years to 7–8 years; 3 years of formal schooling) during which time significant gains can be made for all children. This optimum period is particularly important for children who are at risk of long‐term spelling difficulties because they spell by sounds alone as a result of insensitivity to orthographic and ortho‐morphemic patterns.

中文翻译：

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为5至8岁的儿童学习拼写：采用综合方法以确保在兼容水平上发展语音，正字和语素知识的重要性

本文考虑了独立写作的样本，这些样本突出了语音，正字法和形态在5-6岁至7-8岁（正规教育3年）儿童拼写发展中的不可或缺的作用。它还通过考虑儿童在独立写作时尝试拼写的明显知识来源，引入了一种监控拼写发展的方法。合成语音可以是阅读和拼写的强大而有效的策略。但是，当合成语音策略的开发未能考虑到与拼字和词素知识兼容的重要性时，其主要用途可能导致无法从阅读时从内隐学习中获得该知识的孩子的长期拼写困难。此外，本文提出，可能有一个最佳的时期来确保音素，正字法和语素知识之间的相互作用（5-6岁至7-8岁； 3年正规教育），在此期间，所有儿童都可以取得显着的收获。最佳时期对于面临长期拼写困难风险的儿童尤为重要，因为他们对拼写和拼写形式不敏感，因此仅靠声音拼写。