FOR PARENTS · AGES 5–11
My child can read but can't spell: why, and what helps
It's very common: spelling lags behind reading for almost everyone, because English sounds can be spelt in many ways. Sensible sound-by-sound mistakes are a good sign in Key Stage 1.
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Your child reads chapter books happily, then writes “becos” and “thay” in a birthday card. It's a very common puzzle, and in most cases it's not a worry: spelling is harder than reading, for children and adults alike. This guide explains why, what school expects, and how to help without turning spelling into a nightly battle.
By the Litsee team · Last reviewed · About this guide
The short answer: spelling is meant to lag behind
The national curriculum says it plainly: “Most people read words more accurately than they spell them. The younger pupils are, the truer this is.” (DfE, English Appendix 1). The DfE's reading framework agrees that “spelling is more difficult than word reading and so schools should continue to teach spelling systematically in year 2 and key stage 2” (DfE reading framework).
So a child who reads well but spells badly is usually just a child. What matters is that spelling is moving in the right direction, and that home practice is short, calm and matched to what school is teaching.
Why spelling is harder than reading
Reading and spelling use the same phonics, in opposite directions. “Reading involves blending sounds to say a whole word; spelling involves segmenting a whole word to identify the sounds in it.” (DfE reading framework).
The catch is that English has many ways to write the same sound. When your child reads “rain”, the letters “ai” point them to one sound. When they want to write that sound, it could be “ai”, “ay”, “a-e” or more. The national curriculum explains: “It is important to recognise that phoneme-grapheme correspondences (which underpin spelling) are more variable than grapheme-phoneme correspondences (which underpin reading). For this reason, pupils need to do much more word-specific rehearsal for spelling than for reading.” (DfE national curriculum).
Writing is also simply more work. “Pupils’ writing during year 1 will generally develop at a slower pace than their reading.” Your child has to hear the sounds, choose the letters, form them and remember the sentence they were writing, all at once.
What school expects, year by year
- Year 1: children learn to spell by sounding words out. The curriculum expects that “At this stage pupils will be spelling some words in a phonically plausible way, even if sometimes incorrectly.”
- Start of Year 2: they should spell many Year 1 words correctly. “They should also be able to make phonically plausible attempts to spell words they have not yet learnt.”
- Years 1 and 2: a list of common exception words, the ones that don't follow the usual pattern, such as “said” and “because”.
- Years 3 to 6: two statutory word lists of 100 words each. “The lists are a mixture of words pupils frequently use in their writing and those which they often misspell.” (DfE, English Appendix 1)
- Years 5 and 6: “Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology.” (DfE national curriculum)
At the end of Year 6 there's a spelling test: Paper 2 of the grammar, punctuation and spelling test, worth 20 marks (STA). Our guide to common exception words and spelling lists has every list in full, ready to print.
Good mistakes, and when to correct
Not every mistake is a problem. “Becos” for “because” shows your child heard each sound and chose sensible letters: that's phonics working. The national curriculum's advice for Year 1 is a useful rule at home too: “Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words should be used to teach pupils about alternative ways of representing those sounds.” (DfE national curriculum).
In practice, that means correcting the words your child has been taught, such as this week's spellings or the exception words they've learnt, and treating the rest as a chance to say “good try: here's another way to write that sound”. Correcting every word in a story they've written can put a child off writing altogether.
Six ways to help at home
Say it, then sound it
Praise a good try
A few words at a time
Spot the tricky bit
Word families
Write for real
First, ask the teacher which spellings and rules your child is working on this term, and how they're taught. Schools use different approaches, and home practice works best when it matches.
A printable practice sheet
Write in three to five words your child is learning, then work along each row: look at the word and say it, cover it and write it from memory, check it, then write it again. Print it and fill it in on paper; nothing on this page is saved or sent.
Spelling practice
| Word | Look and say | Cover and write | Check | Write it again |
|---|---|---|---|---|
From litsee.com/guides/reads-but-cant-spell
When to talk to the school
Most children who read well and spell badly are simply on the normal path. But talk to the class teacher if spelling isn't improving over months, if your child can't spell words they've practised many times, or if spelling comes with other worries, such as very slow reading or great frustration with writing.
The NHS says: “Dyslexia mainly affects a child's reading, writing and spelling.” It lists “written work that looks messy and has lots of spelling mistakes” as one possible sign (NHS). One sign isn't a diagnosis, and only a proper assessment can say why a child finds spelling hard. Our guide to signs of reading difficulties explains how to raise it with school.
Questions parents ask
Why can my child read but not spell?
Because spelling is harder. The national curriculum notes that most people read words more accurately than they spell them, and that this is truer the younger they are. English sounds can be spelt in many ways, so each word needs more practice to spell than to read.
Should I correct every spelling mistake?
No. The national curriculum says words a child has been taught should be corrected, but other misspellings are a chance to show different ways of writing the same sound. Praise a sensible, sound-by-sound attempt, then show the real spelling.
How can I help my child with spelling at home?
Practise a few words at a time, saying each sound before writing it. Point out the tricky part of a word and use word families. Write for real reasons, like lists and cards. Ask the teacher which spellings and rules they're working on, so you match school.
Is poor spelling a sign of dyslexia?
It can be one sign among several, but on its own it isn't a diagnosis: spelling is hard for most children. The NHS lists written work with lots of spelling mistakes among possible signs. If you're worried, talk to the teacher.
Sources
- National curriculum in England: English Appendix 1: Spelling Department for Education, September 2013, checked 3 November 2026
- National curriculum in England: English programmes of study (key stages 1 and 2) Department for Education, September 2013, updated 16 July 2014, checked 3 November 2026
- The reading framework Department for Education, July 2023, updated 22 September 2023, checked 3 November 2026
- Dyslexia in children NHS, reviewed 11 March 2026, checked 3 November 2026
- Understanding scaled scores at key stage 2 Standards and Testing Agency, updated 6 July 2026, checked 3 November 2026
About this guide
Written by the Litsee team and checked line by line against the sources listed on this page.
The six ideas and the practice sheet are our own suggestions. Schools teach spelling in different ways, so your child's teacher is the best guide to what to practise.
Spotted something wrong or out of date? Email info@litsee.com and we will fix it. Last reviewed: .
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