A common question I hear from parents is: “Why would my child need the Spellers Method if they can already talk?” This is especially true for parents of children with unreliable speech—those who can speak, but struggle to express themselves clearly or consistently. I understand this hesitation, especially considering the emotional investment parents have made in speech therapy. Many worry that trying a new method, like spelling-based communication, might interfere with the progress their child has made with spoken language.
Speech Is Not Always Effective Communication
The truth is, speech does not always equate to effective communication. Many children with autism or whole-body apraxia can speak in sentences or phrases, but they often find it difficult to communicate beyond rehearsed scripts or preferred topics. These repeated scripts may seem functional, but they don’t allow for the full range of thoughts and emotions the individual wishes to express.
I often explain to parents that their child likely has much more to say, but because of motor planning issues like apraxia, they struggle to get their full thoughts out through speech alone. Just because a child can say “Hi, how are you?” doesn’t mean that’s all they want to say. That phrase has become a learned motor plan, but it doesn’t allow for open, spontaneous communication.
How Speech Can Mask the Need for Alternative Communication
For many individuals with unreliable speech, the Spellers Method can be life-changing. The presence of speech can sometimes mask the need for alternative communication methods. These individuals may be able to answer simple yes/no questions or provide a few words in response to routine queries. However, when asked more cognitively demanding questions, such as “Why don’t you want to go there?”, they may struggle to respond accurately. This happens due to what I call the motor-cognitive demand imbalance.
When cognitive demands are high (complex questions), motor abilities often drop, especially for those with apraxia. In contrast, when the cognitive demands are low (simple questions), the motor ability to respond is more reliable. This can lead to the misconception that the child has limited intelligence or only understands at a much younger level, when in reality, their true cognitive capacity is far greater.
Understanding the Motor-Cognitive Imbalance
In the Spellers Method, we observe this imbalance during the learning process. For example, when a speller is asked to spell a word like “travel,” they might easily do so because the cognitive demand is low—they are simply recalling a word. However, when they are asked to recall and spell a more complex response, like the author’s name from a lesson, they may become dysregulated, lose accuracy, or even freeze. This is because they are trying to balance high cognitive demand (recalling new information) with high motor demand (spelling while still learning the motor skill).
It’s similar to learning to drive a car. Initially, when you’re learning, you’re so focused on operating the car that you can’t do anything else, like listen to music or carry on a conversation. As driving becomes automatic, you can handle additional cognitive tasks. Similarly, in the Spellers Method, we focus on building motor skills first, and then gradually increase the cognitive load.
The Challenge of Speech vs. Spelling
For many individuals with unreliable speech, there’s often confusion between the words they speak and the words they spell. We’re trained to listen to spoken language, but spelling can provide a much clearer picture of what the individual truly wants to communicate. Many spellers may vocalize one answer, yet spell out something completely different, but still correct. Additionally, some spellers may sound out words phonetically or say random words while attempting to spell, which can be confusing for those listening.
Many of these individuals were taught to read phonetically, but they often teach themselves to read by recognizing visual patterns and sequences of letters—sometimes as early as 18 months old.
Another challenge for unreliable speakers is executive attention—the ability to hold a thought or idea in mind while performing a complex motor task. For someone with apraxia, they must suppress automatic speech patterns and focus on holding their response in mind while coordinating the motor movements needed to spell it out. This requires significant cognitive and motor effort.
Foundational Skills Are Essential for Success
In the early stages of the Spellers Method, we focus on building foundational skills rather than rushing through motor progression. These skills include regulation, vision support, and improving executive attention. Focusing on these areas ensures that the speller doesn’t fall back into scripted speech patterns or automatically spell out familiar, rote phrases. These foundational skills are taught and practiced at Spellers Center Atlanta – visit for more information.
Spelling as a Reliable Communication Tool
When parents ask, “Why would my child need this if they can talk?”, I always explain that spelling or typing can be a reliable form of augmentative and alternative communication (AAC). It doesn’t replace speech—it simply adds a layer of reliability. It provides the child with a voice when their spoken words fall short, helping to reduce anxiety, frustration, and misinterpretation. Most importantly, it allows us to see what the child has truly wanted to say all along.
Giving a True Voice Through Spelling
Time and again, I have witnessed spellers say one thing with their mouth and something entirely different through spelling. Every unreliable speaker deserves a method that reflects their true voice—not just the words their mouth can produce. Through the Spellers Method, individuals gain autonomy, clarity, and the ability to express themselves fully.
At the end of the day, isn’t that what we all want for our children? A chance for them to express who they truly are and what they really want to say.
Be sure to check out the Spellers Documentary to see how Spellers Method has impacted people lives.
