There have been numerous proposals[1] to rationalize written English, notably by Inventive spelling for children may be encouraged or discouraged by teachers and parents who may believe that expression is more important than accurate orthography or conversely that a failure to correct may lead to difficulty in communicating more complex ideas in later life.
[citation needed] Inventive spelling programs may also be known as "words their way" in some schools' curricula.
He and his assistant Anna Gillingham, an educator and psychologist, evolved the Orton-Gillingham Approach to reading instruction which is language-based, multi-sensory, structured, sequential, cumulative, cognitive, and flexible.
The Academy of Orton-Gillingham Practitioners and Educators (AOEPE) lists about a dozen schools currently committed to this controversial method, which has evolved since about 1935.
More recently, Uta Frith, a developmental psychologist at the Institute of Cognitive Neuroscience at University College, London, has published work concerning spelling difficulties and dyslexia.
[citation needed] Those who favor inventive spelling tend to believe in constructivism, a theoretical perspective on learning (an epistemology) grounded in postmodernism and holism.
Accuracy as the focus in spelling is the manner used in conventional teaching methods and was effectively universal prior to the implementation of 1970s school reform involving whole word literacy and "new math".
4[citation needed] Pedagogical concepts [7] are based on research studies of early literacy, e.g. by Emilia Ferreiro & Ana Teberosky, Maryann Manning and others.
The possible deductions are numerous and potentially complicated.4 Writing and reading are complex cognitive processes of encoding and decoding symbols, of which spelling forms only part.
Such methods of instruction do not tend to improve students' understanding of the relationship between spelling and pronunciation on any words except those prescribed.