As part of the whole-language (or "balanced") reading-instruction philosophy, many public schools now teach what they call “invented” or “creative” spelling. Under this theory of spelling, teachers believe that forcing a child to spell a word correctly thwarts the child's "creativity." So in classrooms across America, many public-school teachers now encourage children to spell words any way they like.
Also, many school officials now believe it is not important to teach correct spelling because, so the theory goes, a child will “eventually” learn to spell correctly. Unfortunately, millions of children who start out as poor spellers, stay that way. How, in our Alice-in-Wonderland public-school classrooms, will a child learn to spell correctly if public schools think that correct spelling is meaningless?
Charles J. Sykes, author of "Dumbing Down Our Kids," provides the following real-life examples of invented spelling in our public schools:
“Joan W. and Beverly J. [last names omitted for privacy] are not experts. They just didn’t understand why their children weren’t learning to write, spell, or read very well. They didn’t understand why their children kept coming home with sloppy papers filled with spelling mistakes and bad grammar and why teachers never corrected them or demanded better work. Mrs. W. couldn’t fathom why her child’s teacher would write a “Wow!” and award a check-plus (for above average work) to a paper that read:
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