R – Rules
English does have spelling rules—and while there are exceptions, knowing the most common ones helps students apply logic rather than memorising endless word lists.
These include rules about:
- Silent e (hop → hope
- Soft c and g (city, giant)
- Choosing ck vs k, c, or ch
- The 1-1-1 doubling rule
…and more, introduced when students are ready.
Example strategy: “Is there a spelling rule I need to apply here?”
Rules reduce cognitive load—if we teach them well
There’s some debate around the value of teaching spelling rules—especially among those trained in speech-to-print or linguistic phonics approaches, where it’s believed that too many “rules” can overload working memory and in some cases this is true.
But from the perspective of a struggling learner, the picture looks different.
S.M.A.R.T. isn’t about memorising rules for the sake of it.
It’s about giving students a framework to check their spelling, build logic and structure, and develop the confidence to self-correct.
This becomes especially important for students living with dyslexia, ADHD, autism, or anxiety, who often:
- Rely on logic as their anchor
- Crave structure to feel secure
- Become anxious or discouraged when things feel random or uncheckable
When we give these students simple, context-driven rules, we’re helping them build an internal structure—a map they can follow when things get confusing.
Not rules as a writing strategy—rules as an editing tool
We don’t expect students to remember and apply every rule while writing. That would overload working memory and disrupt fluency.
Instead, we teach them to:
- Write as best as you can using segmentation, phonics knowledge, and morphemic knowledge but don’t stop writing or choose a simpler word because you can’t spell – keep going, keep the flow.
- Underline or flag uncertain parts (e.g. unsure vowel or /k/ spelling)
- Check their reference charts and rules after writing
- Edit and fix errors with guidance and logic
This builds true metacognitive skill—the ability to check, revise, and understand why something is right or wrong.
It also gives students immediate, internal feedback rather than relying on delayed corrections from a teacher.
Example: kick
Let’s say the student hears the word kick. They might write:
- kik
- cic
- kic
If you are writing and trying to maintain a thought or logic thread, just give it your best shot and keep going. All of these are phonetically valid spellings of /k/ + /i/ + /k/. A student who knows there are multiple /k/ spellings might even underline the last letter to show they’re unsure.
Now we apply logic:
- They check their reference chart and see the four common /k/ spellings: c, k, ck, ch
- They ask: “What’s the rule?”
- They consult their rule card or “My Rules” sheet and find:
Use ‘ck’ after a short vowel at the end of a one-syllable word
That gives them clarity: kick has a short vowel, ends in /k/, and is one syllable → so ck is the right choice.
Now they have a reason, not just a guess.
Example: popping
Let’s say they’re trying to write popping.
They might try poping or even po-ping—thinking the first syllable is open.
Here’s how the rule helps:
- Segment: pop + ing
- Ask: is this a vowel suffix? (Yes: -ing)
- What’s the base? pop
- Is it one syllable, with one short vowel, followed by one consonant?
Yes – Apply the 1-1-1 doubling rule – popping
Even if they forget or guess at first, the rule gives them a way to go back and check, using logic.
This process is empowering—it helps students feel in control of their spelling and learn from their own thinking.
Why this matters
Students can’t improve their spelling if they:
- Can’t see their mistakes
- Don’t know how to check
- Only get feedback long after they’ve written something
S.M.A.R.T. teaches spelling rules slowly, in context, and only when the student is ready.
In the TP1–30 range, there are no rules at all—just regular words to build confidence.
Rules are introduced:
- Gradually, when relevant
- Explicitly, with examples and practice
- And stored on a reference sheet, card, or “My Rules” template
Then, during editing or guided writing, students are taught to check:
“Is there a rule that can help me here?”
Final thoughts
- If we treat rules as the goal, they become overwhelming.
- If we treat them as tools to build confidence and reduce confusion, they become essential.
This is what makes S.M.A.R.T. different.
It builds the independent, self-checking behaviours that make orthographic mapping more likely. Not by rote, but by explicitly linking sounds, letters, and meaning and creating temporary bridges where necessary so that enough repetition can be performed to achieve automation.
Details about teaching each S.M.A.R.T. Spelling element
S.M.A.R.T. Overview
An overview of the how and why of the S.M.A.R.T. Spelling system.
Segmenting
Sound it out and break it into syllables. Leave a blank for the sound you don’t know.
Morphemes
Can you find the base? Does it have a prefix or a suffix that you know?
A.E.I.O.U.ə
What vowel can you hear? Short? Long? Other?
Rules
Is there a spelling rule I need to apply?
Tricky
Is it a tricky word? What’s my strategy for remembering it?
Contact Us
For more details on the Literacy Support Kit or how it can complement other literacy programs, please contact us with your questions.