“How do I know if my child can spell?” This is one of the most frequent questions I receive from parents who are just beginning to explore spelling as a method of communication for their non-speaking or minimally speaking child. It’s a valid question, especially when traditional methods of teaching reading and spelling, such as phonics or worksheets, have not shown the expected results.
Many parents assume that spelling and reading must be taught in a specific, structured way. And when their child is unable to demonstrate these skills in conventional methods, they often believe that these abilities are simply beyond their child. This belief is especially prevalent when teachers, schools, or therapists report that their child is functioning at a much lower level than their peers. However, the truth is: Your child can spell!
A Shift in Understanding: Spelling Through Motor Skills
When families come to us, I already believe their child can spell and read. In fact, I have never worked with a speller who, with the right support and motor coaching, hasn’t been able to spell using a letterboard. While there may be cases where a neuromotor disability impairs one’s ability to read or spell, I have yet to encounter a case like that. What I consistently find is that the barrier is not cognitive—it’s motor planning and the ability to translate thoughts into action. This is especially true for children with whole-body apraxia, a condition that affects motor planning and control.
When we start with the Spellers Method at Spellers Center Atlanta, we aren’t teaching your child to read or spell in the traditional sense. Instead, we’re teaching them the motor skills required to point to letters accurately, enabling them to communicate what they already know. For instance, when I ask a child, “What are we talking about today?” and coach them to spell a response, I already know they understand the topic. The difficulty is that they lack the motor control to consistently hit the target letters.
Motor Skills, Not Cognitive Limitations
Think of it like this: Imagine you hired a tennis coach. The coach wouldn’t just hand you a racket and tell you to “go for it!” Instead, they’d teach you the proper technique, offering guidance and feedback along the way. This is the same approach for spelling. If I simply place a letterboard in front of a new speller and ask them to “spell the word” without any support or prompting, the session would likely fail. Spelling as a form of communication is a motor skill, and just like any other skill, it requires coaching. I provide the necessary prompts to help develop motor accuracy, and this process is an essential part of the learning journey.
Understanding the Link Between Neuromotor Disabilities and Motor Control
Parents begin to have those “aha” moments when they realize that autism, Down syndrome, and other neuromotor disabilities often include inefficient sensory-motor processing. This is when they start to see that their child isn’t struggling because of a cognitive delay, but due to a disconnect between the brain and the body—what we refer to as whole-body apraxia. This condition impacts all motor output, including speech, handwriting, pointing, and yes, spelling.
Sadly, many professionals—including teachers, occupational therapists (OTs), and other experts—don’t fully grasp this disconnect. Whole-body apraxia is often misunderstood, which leads to frustration for the child. Others assume that the child doesn’t understand or is incapable of learning in the same way as their peers. Once parents understand that the child’s motor challenges are the root cause, everything starts to make sense.
Can My Child Spell if They Haven’t Been Taught?
You may wonder: “How can a child who has never been explicitly taught to read or spell already know how to do it?” The answer often comes directly from the spellers themselves. Many report being able to read from a very young age—sometimes as early as 18 months. They pick up language by recognizing patterns, like seeing words on a TV ticker tape or being surrounded by books.
We often underestimate the power of print in our environment. Words are all around us, and for many children with neuromotor disabilities, learning comes through pattern recognition. Many parents have memories of their child spelling out words using letter blocks or magnets—clear signs that their child is absorbing language, even if they can’t consistently demonstrate it at the time.
The Issue Isn’t Understanding, It’s Demonstrating Knowledge
What these children struggle with is demonstrating their knowledge on demand. This is the hallmark of whole-body apraxia—the inability to initiate motor movements when prompted. During tests or evaluations, children are typically asked to point, write, or speak answers. These tasks require coordinated motor control. If that motor control is impaired, the performance may be inconsistent or even inaccurate. This often leads parents, teachers, and therapists to assume the child doesn’t understand when, in fact, they do—they simply cannot demonstrate it effectively due to motor difficulties.
Once parents understand this perspective and begin to work with their child, the doubts usually fade. As the child’s motor skills improve, so does their accuracy, and their true depth of understanding shines through.
Presuming Competence: The Foundation of Success
This is why I encourage parents to give spelling a chance. If your child has ever surprised you by demonstrating knowledge or understanding beyond expectations, don’t dismiss it. Spelling as a method of communication is built on the principle of presuming competence—believing that your child is capable, even if their motor challenges make it harder for them to show it.
The key is to teach the motor skills they need to express what they already know. Traditional assessments or outdated assumptions should not hold your child back. With the right tools, support, and mindset, your child may already know how to read and spell—they just need the opportunity to show you.
Let Your Child’s True Potential Shine
If you’ve ever questioned your child’s abilities or felt frustrated by traditional methods of communication, I urge you to try spelling as a form of expression. With the right support, your child might just surprise you. Give them the chance to demonstrate their true knowledge. What they need most is the opportunity to show you what they are truly capable of.
