Reading and spelling may seem as complementary as bread and butter, but they actually require students to work in opposite directions. Reading involves decoding, or translating print into spoken language, while spelling requires encoding, or turning sounds and words into print.

Because these skills work in reverse, difficulty with one does not always mean difficulty with the other. For example, a student might read the word “night” effortlessly, yet spell it “nite” when asked to do so later. 

Spotting the difference between reading and spelling struggles means paying close attention to where the process breaks down and whether the student needs more support with decoding, encoding, or the foundational skills both share.

How to Tell Whether a Student Is Struggling With Reading or Spelling?

A decoding (reading) struggle is more likely when a student has difficulty turning printed words and patterns into accurate spoken words. An encoding (spelling) struggle is more likely when a student can read or say a word but has difficulty representing it accurately in writing. Because reading and spelling rely on many of the same underlying skills, one mistake rarely tells the whole story. Compare how the student performs when reading a word, spelling it from dictation, and applying the same pattern to a similar word. Taken together, those results can reveal where instruction should begin.

Why Reading and Spelling Can Develop Differently

Reading provides the word on the page. Spelling does not.

When a student reads “night,” the letters and patterns are already visible. When asked to spell “night” from dictation, those cues disappear. The student must hear the sounds, recall the correct spelling pattern, and reproduce the word accurately.

These differences help explain why reading and spelling do not always develop at the same pace and why pairing spelling with decoding practice can reinforce learning across reading and writing.

What a Decoding Struggle Can Look Like

Watch for recurring signs that a student may need decoding support:

• Hesitation with unfamiliar words.
• Guessing from the first letter, a picture, or sentence context.
• Having trouble blending sounds into a word.
• Reading a familiar word but struggling with a new word containing the same pattern.
• Repeatedly needing help with letter-sound relationships already introduced.

Look for patterns across several words and reading sessions rather than drawing conclusions from isolated mistakes.

What an Encoding Struggle Can Look Like

Watch for recurring signs that a student may need encoding support:

• Spelling familiar words inconsistently.
• Choosing a phonetic but incorrect pattern, (such as “lite” for “light”).
• Omitting sounds or letters during dictation.
• Relying heavily on phonetic spelling after reading has become more automatic.
• Avoiding words because the student is unsure how to spell them.

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Demme Learning’s guide to how reading and spelling skills are linked explains why progress in one area can support the other without guaranteeing equal development.

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Try the Same Skill in More Than One Direction

Use a simple three-part check.

• See it. Show a word and ask the student to read it.
• Hear it. Say the word without showing it and ask the student to spell it.
• Transfer it. Try another word with a similar sound or spelling pattern.

If a student reads “train” but writes “trane” from dictation, the difficulty appears more strongly during encoding. If the student can spell a familiar word correctly but cannot decode another word with the same pattern, the difficulty may involve decoding or transferring the pattern.

If both tasks are difficult, the student may need support with foundational skills shared across reading and spelling. These observations can guide instruction but are not a diagnostic assessment.

How to Support a Student Who Struggles With Decoding

When reading is the primary difficulty, return to the relationship between sounds and print.

• Practice hearing, separating, and blending sounds.
• Review letter-sound correspondences and common patterns.
• Model how to work through an unfamiliar word instead of guessing.
• Practice with short selections containing the patterns being studied.
• Reread appropriate material to build accuracy and automaticity.

Build accuracy before increasing the difficulty.

How to Support a Student Who Struggles With Encoding

When spelling is the clearer difficulty, make word structure visible.

• Have the student segment a spoken word before writing it.
• Compare the attempt with the correctly spelled word.
• Notice recurring letter patterns and meaningful word parts.
• Use dictation, meaningful writing, and careful copywork.
• Revisit words and patterns in different contexts.

Keep spelling practice connected to reading so students learn to recognize and produce the same patterns in both directions.

What If a Student Struggles With Both Reading and Spelling?

Reading and spelling difficulties can occur together, and they can develop unevenly.

If targeted instruction is not producing expected progress, the difficulty may warrant a closer look. Dyslexia should not be diagnosed or ruled out based on a single classroom sign. The International Dyslexia Association notes that dyslexia can involve difficulties with word reading, spelling, or both.

When concerns persist, instructors can document patterns, note which strategies have been tried, and seek appropriate professional assessment.

Turn the Struggle Into Useful Information

The key is identifying where the process breaks down.

• Can the student turn print into a spoken word?
• Can the student turn a spoken word into accurate print?
• Can the student transfer what they know to another word with the same pattern?

Those answers give instruction a clearer starting point. Focus practice on the skill that needs support, then continue watching how reading and spelling influence one another.

For a deeper look at literacy development, watch What Does Reading Readiness Mean? from The Demme Learning Show. Then, continue with our companion episode, When Your Child Struggles to Emerge as a Reader, for additional guidance on supporting students whose reading skills are not developing as expected.

Frequently Asked Questions