A comprehensive study examining nearly 530 million spelling attempts from 936,926 pupils across the United Kingdom has revealed the most commonly misspelled words in schools. Conducted by the education platform EdShed, this research stands as one of the largest investigations into spelling challenges faced by students. The findings highlight that words such as “February,” “definitely,” and “license” consistently appear among the top ten most troublesome terms for schoolchildren.
The study’s results show a remarkable consistency in spelling difficulties across various regions of the UK. Pupils nationwide struggle with similar words, indicating a shared challenge in spelling education. According to Rob Smith, chair at EdShed, the scale of this research illustrates that students’ spelling mistakes often stem from logical reasoning rather than carelessness. “In most cases, they are applying logic,” Smith stated. “Spelling improves most when pupils understand why words are spelt the way they are, rather than simply memorising lists.”
Insights into Spelling Challenges
The research indicates that words featuring double letters or silent letters frequently pose difficulties for children. Examples include “preferred” and “mischievous.” Furthermore, homophones—words that sound the same but are spelled differently—also create confusion. Terms like “reign” and “rain” or “whether” and “weather” are cited as particularly troublesome.
The EdShed report emphasizes that improving spelling involves teaching students to recognize patterns in language rather than relying solely on memorization techniques. This approach can enhance their writing fluency and overall confidence. EdShed provides a range of interactive learning tools to over two million learners, which extend beyond spelling to include subjects like mathematics and literacy.
Educators Weigh In
Feedback from educators reinforces the study’s findings. Leanne Aston, a primary school teacher in Kettering, Northamptonshire, noted, “This research reflects exactly what we see in the classroom every day.” She emphasized that children are not making random mistakes; instead, they are attempting to apply rules and patterns they have learned. “The key is helping pupils understand the structure behind words—roots, prefixes, suffixes, and spelling patterns—rather than just testing them on weekly lists.”
Aston also highlighted the importance of regular reading in fostering spelling skills. “When children read frequently, they begin to internalize what ‘looks right,’” she explained. Additionally, she pointed out that digital tools and spelling apps offer immediate feedback, making practice more engaging. “When spelling becomes less of a barrier, you can actually see children’s confidence in their writing grow.”
As educators and researchers continue to explore effective strategies for teaching spelling, the insights from this study may serve as a valuable resource for improving literacy skills among children across the UK and beyond.
