“How do I know if my child can spell?” This is one of the most common questions I receive from parents who are just starting to explore spelling as a form of communication for their non-speaking or minimally speaking child. It’s an understandable question, especially when traditional methods of teaching reading and spelling, like phonics or worksheets, have shown the inability of their child to spell or read.
Many parents assume that spelling and reading must be taught in a specific, traditional way. And when their child can’t demonstrate these skills in typical ways, they often believe that these abilities simply don’t exist. This is particularly common when parents are told by teachers, schools, or therapists that their child is functioning at a much lower level than their age suggests. But here’s the truth: Your child CAN spell!
A New Approach to Teaching Spelling
When families come to see us at Spellers Center Tampa, we already believe that their child can spell and read. In fact, I have yet to work with a speller who, with the right support and motor coaching, hasn’t been able to spell using a letterboard. Do I believe there are individuals with neuromotor disabilities who cannot read or spell? Perhaps, but I haven’t met them. What I have consistently seen is that the biggest barrier isn’t cognitive—it’s motor planning and putting their thoughts into action. This is especially true for children with whole-body apraxia, a condition that affects motor planning and control.
Here’s where parents often find it hardest to shift their thinking: When we start the Spellers Method, we’re not teaching your child to read or spell. We’re teaching them the motor skills to point to letters accurately so they can communicate what they already know. This means that when I ask your child a comprehension question like, “What are we talking about today?” and coach them to spell a response, I already know they understand the topic. The challenge is that they lack the motor control to hit the target letters consistently.
Motor Skills, Not Cognitive Abilities
Think of it this way: If you hired a tennis coach, they wouldn’t just hand you a racket and say, “Go for it!” They would teach you the correct technique, offering guidance and feedback to improve your skills. The same is true for spelling. If I put a letterboard in front of a new speller and asked them to “spell the word,” without any support or prompting, the session would fail. Spelling to communicate is a motor skill, and just like learning any other motor skill, it requires coaching. We provide the necessary prompts to help develop motor accuracy, and this process is part of the learning journey.
The Link Between Neuromotor Disabilities and Motor Control
When parents come to understand that autism, Down syndrome, and other neuromotor disabilities often include inefficient sensory-motor processing, the light bulb goes on. Their child isn’t struggling because of a cognitive delay—they’re struggling because of a disconnect between the brain and the body, what we call whole-body apraxia. This condition affects all motor output, including speech, handwriting, pointing, and, yes, spelling.
Unfortunately, many professionals—teachers, OTs, and other experts in the field—don’t fully understand this disconnect. Whole-body apraxia is often misunderstood, leading to frustration for the child because others assume they don’t understand or can’t learn like their peers. But once parents start to understand and embrace the concept that their child’s motor difficulties are at the root of their challenges, it all starts to make sense.
How Can My Child Spell if They Haven’t Been Taught?
You might wonder: “How can a child who has never been explicitly taught to read or spell already know how to do it?” The best answers come directly from the spellers themselves. Many of them report being able to read from a very young age—sometimes as early as 18 months. They learn by recognizing patterns, such as seeing words on a TV ticker tape or being surrounded by books. We often underestimate the power of print in our environment. Words are everywhere, and many children with neuromotor disabilities absorb language through pattern recognition.
Parents often recall moments when their child spelled words using letter blocks or magnets—signs that their child was absorbing language, even if they couldn’t demonstrate it reliably at the time. What these children struggle with is demonstrating their knowledge on demand. That’s the hallmark of whole-body apraxia: the inability to initiate motor movements when asked.
Inconsistent Performance, Not a Lack of Understanding
During tests or evaluations, children are often asked to point, write, or speak answers, all of which require coordinated motor control. If that motor control is impaired, the performance may be inconsistent or completely inaccurate. This leads parents, teachers, and therapists to assume that the child doesn’t understand, when in reality, they do. They just can’t demonstrate it effectively due to motor difficulties.
Once we walk parents through this perspective and help them work with their child, the doubts usually fade. As their child’s motor skills improve, their a accuracy increases, and the true depth of understanding begins to shine through.
Presuming Competence: The Key to Success
This is why I encourage parents to give spelling a chance. If your child has ever surprised you with their knowledge or understanding beyond what was expected, don’t ignore that! Spelling as a form of communication is rooted in presuming competence—believing that your child is capable, even if their motor difficulties make it harder for them to demonstrate their abilities.
The key is teaching the motor skills necessary for them to show you what they already know. Traditional assessments or outdated assumptions shouldn’t hold your child back. With the right tools, the right mindset, and the right support, your child may already know how to read and spell—you just need to give them the chance to show you.
Conclusion: Give Your Child the Chance to Shine
If you’ve ever questioned your child’s abilities or felt frustrated by traditional approaches to communication, I urge you to try spelling as a form of communication. With the right support, your child may surprise you. Let them demonstrate their true knowledge. All they need is the chance to show you what they’re capable of.
