Our Method

How Sequential Spelling works — and why it works.

Rooted in Structured Literacy

Sequential Spelling is based on the classic Orton-Gillingham approach of multi-sensory instruction and closely follows the instructional focuses of Structured Literacy — including phonology, sound-symbol association (our word families or rimes), syllable instruction, and morphology.

This allows children to learn inductively — just as they learned to walk and to talk — and to achieve what Structured Literacy calls automaticity: the ability to process language so fluently that decoding no longer presents a barrier to analytical thinking and comprehension.

Word Families, Not Lists

Students learn words grouped by phonetic relationships. Mastering one word unlocks a whole family of related words.

Inductive, Not Deductive

Children discover patterns through practice — no abstract rules to memorise before experiencing the pattern.

Mastery as the Goal

Automaticity — language skill so fluent that spelling no longer slows a child's thinking, reading, or writing.

What We Believe

We do not believe there is just one way to teach any topic, including spelling. Children deserve to learn in the way that is easiest and most comfortable for them. The education of the young should never focus on the adults' goals or convenience, but on the needs and abilities of the children.

Language must be learned holistically — spelling, reading, grammar, and writing all reinforce each other. None can be slighted without weakening the others.
Language must be learned in a multi-sensory environment, coordinating hearing with seeing, and speech with writing.
The goal of language instruction is mastery — what Structured Literacy calls automaticity. Children need language skills developed to the point where decoding does not slow or hinder comprehension.
Children cannot be expected to learn deductively — that is, by being given abstract rules from which they must extrapolate answers to new challenges.
Instruction must be guided daily by an informed authority who reviews performance and adjusts.
Learning to spell is critical to a child's acquisition of literacy.
Learning to spell improves a child's reading.
Learning to spell builds a child's confidence for writing.
Learning to spell builds vocabulary.
The learning of grammar is crucial to the development of a child's ability to communicate in writing and in reading.

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