There are a number of similarities, but also important differences, in the skills of reading and spelling, and of the two, spelling is typically the harder skill. The English writing system is not transparent; there are a number of irregular (i.e., tricky) words, which pose a challenge for reading, but spelling in particular. In our research, we have found that while a phonological approach (i.e., an approach that uses letter-sound correspondences) is most effective for reading (even irregular words), an orthographic approach (i.e., an approach which relies on visually remembering specific letter sequences) is more effective for spelling.
For more details of our research in this area, please read our posters.
McGeown, S. P., Medford, E., & Moxon, G. (2013). Individual differences in children’s reading and spelling strategies and the skills supporting strategy use. Learning and Individual Differences, 28, 75-81.
McGeown, S. P., Johnston, R. S., & Moxon, G. (2013). Toward an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading, 37, 51-64.