Ultimate Spelling For Education

Ultimate Spelling EDU is the world's most advanced spelling learning system for schools. With Ultimate Spelling, you have your spelling teaching requirements completely under control.

Based on proven science, Ultimate Spelling EDU contains all the features of Ultimate Spelling plus:

It's absolutely essential your students graduate with their spelling educational requirements met. With Ultimate Spelling EDU these spelling requirements are more than met. Students also improve academic performance, are prepared for standardized tests, and improve their confidence.

The next step is to see Ultimate Spelling for yourself. Simply fill out the form and we'll send you a free no obligation trial of the full version of Ultimate Spelling EDU.

The Science

Ultimate Spelling is scientifically designed, and utilizes principles based on decades of research in learning, retention, and psychology. Here is a summary of the theory and research behind Ultimate Spelling's effectiveness.

Craik, F., and Tulving, E. "Depth of processing and the retention of words in episodic memory." Journal of Experimental Psychology: General, Vol 104(3) (1975): 268-294. Print and PDF. http://dx.doi.org/10.1037/0096-3445.104.3.268

In this seminal study performed at the University of Toronto, Canada, the authors performed a series of tests in which they gave the study participants a sequence of words to learn, with information related to each word as it appeared in order. They discovered that when the information provided stimulated the participant's brain to process the word on a more involved level (referred to as "deep encoding" or "degree of elaboration" in the study), that word was more effectively learned and remembered. With Ultimate Spelling, the user is given a wide range of additional information about each spelling word, including the word's definition - one of the key factors in enhanced memory, according to this study - as well as usage examples, synonyms, and antonyms.

Gelman, B.D., Gruber, M.J., and Ranganath, C. "States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit." Neuron, 22 October 2014, 84(2): 486-496. Web. http://dx.doi.org/10.1016/j.neuron.2014.08.060

Students who are eager to learn are more likely to remember what they have learned, something that the authors of this study demonstrate. They used functional magnetic resonance imaging (fMRI) to show real-time connections between a person's curiosity about a specific topic, and the production of dopamine, the neurotransmitter associated with pleasure and the brain's reward system. The authors also concluded that a higher level of interest and curiosity in a topic or question leads to better memory and enhanced learning. Including exercises that stimulate curiosity, and providing reward mechanisms as part of the study process, also increases a person's ability to absorb and retain information, as the researchers found. Ultimate Spelling has a text import feature that allows each user to include and incorporate practice material that matches their interests, while learning the spelling of words in those texts. The system also uses several different reward systems to encourage users to continue working towards their defined goals.

Garcia, S.M., Tor, A., and Schiff, T.M. "The Psychology of Competition: A Social Comparison Perspective." Perspectives on Psychological Science, November 2013, 8(6):634-650. Print and web. http://dx.doi.org/10.1177/1745691613504114

Each person is influenced by a unique set of factors related to their own status and progress towards goals, but is also affected to a greater or lesser degree by the achievements and perceived standards of the people around them. This analysis of past and current studies looks at the way people view and are motivated by individual goals as well as societal achievement (competition). The authors conclude that effective use of motivational strategies must take both into account. This is something that Ultimate Spelling accomplishes by providing each user with the ability to set personal goals, earn reward points, and view their own progress tracking reports, and also to publish all of those results on public social media platforms.

Kivetz, R., Urminsky, O., and Zheng, Y. "The Goal-Gradient Hypothesis Resurrected: Purchase Acceleration, Illusionary Goal Progress, and Customer Retention." Journal of Marketing Research, February 2006, 43(1):39-58. Web. http://dx.doi.org/10.1509/jmkr.43.1.39

In a study focusing on the influence of reward-scheme programs on behavior, the authors found that when people see visible progress towards their goals they are more likely to increase the activity required to reach those goals. The study also confirms that most people are also motivated by receiving rewards for completing specific activities, even if those rewards are not immediately transferable to actual material or monetary benefits. Status points, rewards, and real-time progress tracking are all methods used in Ultimate Spelling to encourage frequent spelling practice by awarding points for the completion of exercises and activities. Because the user can access their progress charts at any time, they will always be able to see how close they are to achieving their personal spelling goals.

Buton, M., Winterbauer, N., and Todd, T. "Relapse processes after the extinction of instrumental learning: Renewal, resurgence, and reacquisition." Behavioural Processes, May 2012, 90(1): 130–141. Print and web. http://dx.doi.org/10.1016/j.beproc.2012.03.004

Instrumental learning, also called "operant conditioning," is a method by which behaviors are learned in connection with a stimulus, a reward, or both. In this research done at the University of Vermont, the authors studied the ways in which the information connected to a specific behavior is retained when the stimulus is removed, and how subsequent repetition or reward reinforces information recall and a resumption of previously learned behaviors. They conclude that there are two primary methods of reinforcing active memory and behavior: by creating a different way to test the subject's memory, and by providing the opportunity for intensive focused repetition of that stimulus-behavior response. These two methods are widely used in the Ultimate Spelling activities and games to create the link between instruction and memory that is so crucial in effective spelling learning on the student's part.

Xue, G., Mei, L., Chen, C., Lu, Z-L., Poldrack, R., Dong, Q. "Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression." Journal of Cognitive Neuroscience 2011;23(7):1624-1633. Print and web. http://doi:10.1162/jocn.2010.21532

In this study comparing long-term and short-term memory, the study authors tested the neural activity of participants as they memorized a set of images. Half of the study participants used massed learning techniques, in which each new image was presented multiple times in a row; the other half were given the images in a spaced repetition mode, where the images were shown in alternating order. Although each participant saw each image the same number of times, the people in the spaced-repetition exercise were able to accurately remember more images, and for a longer period of time. Repetition is a key technique in learning spelling, and Ultimate Spelling incorporates spaced repetition in two ways. First, the system uses randomized selection of spelling words from the user's current list to populate the activities and exercises, ensuring an interval between word reviews. Second, the system's Word Discover feature provides pop-up instant review of the words on that list, again in random order. By providing users with multiple opportunities throughout the day to read and review their words, Ultimate Spelling provides all of the benefits of the spaced repetition methodology in its spelling instruction.

Blocki, J., Cranor, L., Datta, A., and Komanduri, S. "Spaced Repetition and Mnemonics Enable Recall of Multiple Strong Passwords." Cornell University Library, January 3, 2015. PDF. http://arxiv.org/abs/1410.1490v2

Spaced repetition is a memory training tool that relies on frequent and consistent review of information; mnemonics is a memory technique that involves multiple ways of looking at that information, such as the incorporation of images or story lines. Researchers at Carnegie Mellon University focused on the combination of spaced repetition and mnemonics in evaluating how best to train people to remember specific pieces of information: computer passwords. They found that by combining the two methodologies, the results in both ease of learning and retention were increased. Ultimate Spelling uses each method separately and together to help users learn and remember new spelling words by using the same words in multiple exercises, presenting spelling words in a variety of formats, and encouraging users to add information related to each word to make a personal connection that helps them to remember that word and its correct spelling.

Spelling Is Key In Early Childhood Education




”As governor, I am committed to investing in early childhood because I know that students who have opportunities for quality education early on are more successful in school, life and as contributors to Oregon’s communities … children who have regular learning opportunities at an early age will be better students, strengthen Oregon’s workforce and stay out of the justice system.” – State of Oregon Governor John Kitzhaber (June 6, 2013)

Studies have shown that early childhood education has consistent and measurable effects even into adult life. Results of long-term tracking by researchers of a group of children – those in a good preschool program and those who did not get early learning support – show that when education starts early, the later effects are dramatic. At age 40, the people who had gone to preschool had succeeded in school and graduated at a higher rate, were on average earning 50% more money as adults, and were more than twice as likely to have significantly higher overall IQ scores.

Up until now the United States has been making less of an investment in early childhood education than other governments. For example, in France, every child starts learning at age 3 in state-funded preschools. China has set a goal of increasing preschool enrollment by 50%, and Luxembourg devotes over $15,000 per year, per child, in these early educational programs. The new initiative, Preschool For All, will help the United States close the early learning gap.

The results of this type of investment are clear. 4-year-old children in the Tennessee preschool system test out with 75% better word and spelling comprehension skills than children who aren’t enrolled. This means that they have an advantage in reading and writing, and are better prepared for kindergarten and grade school. Good spelling skills mean that children can understand what they’re reading, which allows them to get through homework more quickly, do better on tests, and get the most out of their class time. When the focus is put on spelling and vocabulary skills right from the start, children have a solid base to build on for future educational and professional goals. Ultimate Spelling applauds the efforts of all parents, teachers, and governments who support early childhood education.

Reference: Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40. Monographs of the High/Scope Educational Research Foundation, 14. Ypsilanti, MI: High/Scope Educational Research Foundation.

Matthew Scott Provides Valuable Information At www.SkillsYouNeed.com




Parents know that helping children grow up to be successful is a long process that requires a lot of work – and adults know that the search for success rarely stops! In order to reach goals and realize dreams, children and adults alike need the skills to get them to the next level, and that’s where Matthew can help. His site, www.SkillsYouNeed.com, brings together information on how to develop valuable skills and abilities in a variety of fields: communication, spelling and writing, time management, and even health and exercise. We talked to Matthew about how his site can help people of all ages find the resources they need.

US: Here at Ultimate Spelling we tend to focus on helping children learn to spell, but your site points out the fact that basic grammar and spelling skills are important for adults as well. With all of the other means of communication these days, why are writing skills still necessary?

MS: It is a misconception that writing skills are somehow less important now than they were in the past. Over the last decade there has been an unprecedented rise in the amount of written information available and the number of ‘authors’ producing this information. Gone are the days when publishing was the job of professional writers, now anybody can contribute information to potentially large audiences, quickly and inexpensively. We’ve all seen examples of poor spelling and grammar online, on websites, in forum posts on Facebook. Writing errors can be costly and embarrassing because they reduce the effectiveness of your message and your credibility.

Good writing skills are not just important to our personal and social lives online but in many work environments too. Even if you are not writing emails to shareholders or the SEO, producing press releases or marketing materials, writing skills still play a part in many job roles. You are less likely to get employed in the first place if your résumé or CV is poorly written and peppered with common mistakes that you could have easily learned to correct or avoid.

It is a mistake to be over-reliant on spelling and grammar checkers. The author of the webpage, ‘Pubic Houses on the Isle of Wight’ used a spellchecker, his page went viral for all the wrong reasons! Before you click the ‘post’ or ‘send’ button are you sure that your message says what you intended? You never know who might see it.

US: You’ve got a shocking statistic on your site about numeracy, the ability to calculate and handle numbers, and how few adults have that skill. Your site explains basic math concepts, but many people learn best through doing exercises. Are you planning on adding interactive games or exercises to give people practice in doing math?

MS: We are currently developing the numeracy skills section of SkillsYouNeed, having been encouraged by the amount of positive feedback from our readers. In the UK a lot of research has been done into the most effective ways of teaching numeracy to children and adults. It can be difficult for people to get motivated to learn mathematics if they cannot see obvious and immediate benefits for themselves. As we develop our new content we will include more real-life examples of how numeracy skills can help in everyday situations – from saving money at the supermarket, time management and understanding our environment. We also plan to publish a series of eBooks in the future which will include exercises and examples.

US: Your site has quite a few pages devoted to stress management, time management, and anger management – it seems that the fast-paced 21st-century lifestyle has its problems as well as its advantages. What are the three most important things that people can do to keep their cool in the heat of the moment?

MS: Stress and stress-related complaints are very costly in modern society. It is estimated that workplace stress costs US employers $200 billion per year. In the UK 2011/2012 figures estimate that 10.4 million work days were lost due to stress-related problems. The cost is not just financial, high levels of stress can have long-term detrimental effects on our health, ranging from headaches and indigestion to depression, high blood pressure and coronary heart disease.

Personal stress management is therefore an important skill that we should all take seriously and work on developing. There are, however, no ‘one-size-fits-all’ golden rules to stress management, as everybody handles stress and potentially stressful situations differently. The key to successfully managing stress is learning about yourself and recognising your personal strengths and weaknesses. This should include:

Setting yourself realistic goals. A lot of personal stress can stem from unrealistic goals that we set ourselves. It is important, therefore, that personal goals are realistic, we all need to be aware of our own capabilities, utilise our strengths and develop our weaknesses.

Learn to say no or delegate. Many of us are guilty of taking on too much – by doing this we often set ourselves up to fail or not complete tasks satisfactory. Learning to say no can be difficult but it is sometimes important to do so – as can asking for help from others or delegating tasks.

Take time to relax and look after yourself. Learning to relax is an essential skill and often, as we get more stressed, we find it harder to relax properly. It is important to break the stress cycle and learn how to relax. See this page for information on relaxation techniques.

US: Someone who has a low-level office job without a lot of outside contact might not think they need to develop good presentation skills since they don’t use them for work. How can a person’s daily life benefit from learning these skills, whether work-related or not?

MS: People tend to think of presentation skills as the skills we need to stand in front of an audience and, with the help of PowerPoint, deliver a dynamic and engaging performance. This is true but presentation skills are also important in less formal, everyday settings.

Presentations are planned communications. Presentation skills are the skills we need to develop and structure our thoughts and ideas, to plan what we are going to say and how we are going to say it. An effective presenter will have carefully considered their ideas and the points they wish to raise, they will be knowledgeable in their subject and will try to anticipate the questions and feedback they may receive from the people or person they are presenting to. The application of such skills can be beneficial to everybody, personally and professionally, regardless of status.

There are many examples of how well-honed presentation skills can be important in less formal settings. At work perhaps you will need to present some new information to a line manager or to a group of colleagues in a meeting. Socially, you may belong to a club or society and need to present your ideas, or perhaps you’ll be asked to give a talk. Even at home, it may be beneficial to carefully plan and prepare what you want to say, when organising a party or trip, for example.

US: It seems like some of the life skills you talk about – communication, self-esteem, confidence – are things that we should all be learning as children, instead of trying to improve after we grow up. How can parents use your site to help their children develop these skills?

MS: All of the pages on SkillsYouNeed cover essential life skills – skills that are important to everybody regardless of age. Such skills are the foundation stones needed to build a successful and fulfilling future, they are important for both personal and professional relationships. Parents can help their children to develop these skills by example.

Children learn a lot by mimicking the behaviour of the adults around them. We can encourage our children to behave in certain ways but they will often take the lead from their parents. As adults it is easy to become blasé about the essential skills we need. Take listening, something that we all do throughout our lives. Listening is actually quite a difficult skill to master. To listen properly takes a conscious effort: clearing your head of distractions, not interrupting the speaker with a comment or point-of-view and using your sight and other senses to pick up on non-verbal communication – while feeding back to the speaker with appropriate gestures and body language. We can tell our children how they should listen but if we don’t practise good listening skills ourselves then they are likely to pick up our bad habits. The same principle is true with more abstract personal skills, such as self-esteem. If we appear confident, be content with who we are and practise being assertive, then our children are more likely to use these skills themselves. We all know that positively reinforcing desirable behaviour in children (and adults) with encouragement and praise is helpful but we should take heed of the old adage to ‘practise what you preach’. We just need to make sure that we are preaching and practising the best skills for ourselves and our children.

5 Confusing Word Pairs




Sometimes one letter makes all the difference, helping you clearly communicate a decision you’ve thought about, instead giving people the impression you’re still wondering what to think with the word though. At other times, confusion comes when you’ve made a mistake in pronunciation, leaving your listener bewildered by your statement that you’re going back to the BUFF-it (buffet, “hit, jostle”) when you’re actually heading to the buh-FAY (buffet, a table covered with food) for more smoked salmon. Learn how to correctly use, spell, and pronounce these five word pairs, and you’ll keep confusion to a minimum. Remember to write out your own sample sentences to practice the words later.

allusion / illusion
Pronunciation: uh-LOO-zhun / ih-LYU-zhun
Definition: reference, hint / false image
Example: Helen reminded her students not to believe the magician’s illusions were real, making allusion to the work they had recently studied on the life of Harry Houdini.

complacent / complaisant
Pronunciation: kuhm-PLAY-suhnt / kuhm-PLAY-zehnt
Definition: self-satisfied, smug / willing, obedient
Example: The lion tamer appears to be very complacent about how complaisant his animals are, but I certainly wouldn’t want to be alone in their cage like that!

corporal / corporeal
Pronunciation: KOR-por-ull / kor-POR-ee-ull
Definition: military officer / having or relating to a physical body
Example: “The sergeant doesn’t believe in poltergeists,” announced the corporal. “There’s a corporeal prankster behind all of these so-called ghostly disturbances in camp lately.”

later / latter
Pronunciation: LAY-tur / LAH-tur
Definition: after a certain period of time / coming at or near the end (of a list)
Example: If I had to choose between weeding the garden and washing the dishes, I would definitely pick the latter, but in either case, I can’t help you now – but I promise I’ll be back later to pitch in.

respectfully / respectively
Pronunciation: reh-SPEKT-full-ee / reh-SPEK-tihv-lee
Definition: showing honor and deference / taken one by one
Example: She respectfully pointed out the professor’s error, noting that the two paintings were from the 18th and 15th centuries, respectively.

Cross-posted at The Vocabulary Builder’s Blog.

ESL Students: Learn Homophones




Many people who are learning English as a second language are doing so because they want to go to school or get a job in – or even permanently relocate to – an English-speaking country. When they move away from friends and family to their new location, they often feel lost and alienated because of language difficulties. Learning to communicate helps solve some of those problems, and learning to spell and pronounce words correctly is part of good communication.

English homophones are usually one of the more challenging parts of learning the language, because they’re words that are pronounced the same, but spelled differently. Make sure that your words don’t get lost in translation, and study these easily-confused word pairs so that you’re able to communicate clearly, no matter where you are.

aisle / isle
(corridor / small piece of land surrounded by water)

brake / break
(stop or slow down / fall to pieces, ruin)

capital / capitol
(upper-case letter / seat of government)

chord / cord
(set of musical notes / string or line)

coarse / course
(rough / schoolwork or study)

feint / faint
(distraction / lose consciousness)

flair / flare
(skill or ability / flash of light)

horde / hoard
(mass of people / to store or hide away)

peace / piece
(calm, quiet / section or part of something)

shear / sheer
(to cut off / absolute, certain)

taut / taught
(pulled tight / instructed)

waist / waste
(center of the body / careless use)

vain / vein
(full of pride / blood vessel)

Looking At Spelling Bee Champs Later In Life




Winning a national competition like the Scripps Spelling Bee isn’t going to give a child lasting fame and fortune, even though there’s television coverage and cash prizes involved. But what goes into getting that child to the Scripps competition will help them achieve fame and fortune later, if that’s what they want, because of the hard work involved and the lessons learned in the process. Author James Maguire tracked down five spelling bee champs to see what they’re doing now, and found that in general, the focus and dedication that got them to the national stage continue to help them succeed in life. Here’s why competing in spelling bees is so valuable, and why you should encourage your children to participate:

It helps you learn how to handle pressure. When it’s your turn to spell a word, all the attention is focused on you. Not only that, but you have a limited amount of time to come up with the answer. Adults often find this sort of pressure to be difficult and frightening, so imagine what it’s like for a ten-year-old! Like anything, however, the more you experience it the less frightening it will be. Being able to keep your head in stressful situations is important no matter how old you are.

It teaches concentration and study skills. Learning words and spelling rules requires time and dedication. The habit of studying hard that spelling bee competitors learn when they’re young tends to last through their university years and beyond. A child that knows how important good study habits are will grow into a young adult who enjoys learning and always looks for new opportunities to get information.

It builds your confidence. Whether you’re standing in front of an auditorium filled with thousands of people or sitting in front of your boss about to ask for a raise, you’ll need confidence in yourself and your abilities. Whether a child wins a spelling bee or not, the fact that they’ve gotten as far as the competition will help build their confidence and make them believe in their skills. Your praise and encouragement will make even more of a difference!

Can Spelling Skills Save Your Life?




Parents have always taught their children the essentials in case of an emergency: their home address, their telephone number, the names of trusted neighbors to contact. Most of these are simple memorization of words and numbers, but even these will help if a child gets lost or if the parents are away. However, as a New Jersey boy demonstrated last month, knowing how to spell new words, and not just ones that have been memorized, can also save the day.

When Nathaniel Dancy’s father got sick and had to pull the car over, he wasn’t even able to call for help. It was up to the 5-year-old boy to rescue his dad, and he did that by calling home and helping his grandmother identify where the car was, using the words on the signs and buildings he saw nearby. Although he couldn’t say the word “furniture” that he saw on a storefront, he was able to spell the word out for his grandmother. Once the boy mentioned that the car had just come through a tunnel, his grandmother was able to figure out the car’s location and call emergency services to rescue the boy and his father.

Teaching children to spell at an early age can help them cope in situations like this, and the abilities they gain from an improved vocabulary and better reading skills will definitely give them an advantage as they get older. Use car trips or family walks to look for words on walls and billboards, and ask your child to spell the words out. If they already know the word, this will reinforce their ability to spell it correctly. If the word is new, it’s a great opportunity to add to their vocabulary as well as their spelling skills. Helping children develop the habit of good spelling will help them succeed in any situation.

The Top 20 Misspelled Business Terms




When you’re a young student, your English teacher will give you spelling tests to make sure you know how to write out and pronounce the words you’re learning to read. You’ll also need to be a good speller if you want to get top grades in university, or score well on your GRE in your pursuit of an advanced degree. But once you’re in the workforce, a proud holder of an MBA or a business owner supervising your own staff, you don’t need to worry so much about spelling, right? Wrong. As studies have shown, poor spelling has been proven to cause lost earnings, and that’s something that you should be concerned about whether you’re working for yourself or for someone else. It’s especially important if you’re just starting out in the job market; poor spelling skills might keep you from getting the job you want, or from advancing in your career. Pay close attention to your spelling from start to finish – and you can start with this list of 20 essential business terms you need to know how to spell correctly.

acknowledgment
waive
bankruptcy
unanimous
collateral
statistics
discrepancy
receipt
forfeit
illegible
lucrative
personnel
mortgage
affidavit
courteous
eligible
voucher
pamphlet
reimburse
schedule

Even if you employ a secretary to do your correspondence, it’s important that you know how to spell. Anyone can make a mistake, even with computer-assisted spell-checking, and it’s your responsibility to look over the text of a letter before you sign it. Not only will you be able to spot any errors in spelling, but you’ll also have one more opportunity to review your thoughts and the way you expressed them. Remember, written documents and advertisements are often the first thing that potential customers see. Sometimes they’re the only things that make someone decide to buy your product, or avoid your business. With well-written and correctly-spelled communication, you and your company are sure to succeed.

Cross-posted on The Vocabulary Builder’s Blog.

How To Use Apostrophes




An apostrophe is the punctuation mark that is used in two ways in English: first, it can stand for a missing letter or missing letters in a contraction; second, it can be used to indicate possession. When, where, and how to use apostrophes is often confusing to people learning English spelling, but the rules are simple, and once you learn them, you won’t make mistakes in the future. It’s important to know how to properly use this punctuation mark, because some of the most common spelling errors are caused by misuse of the apostrophe. If you know how to properly use an apostrophe, you’ll never confuse its and it’s and you’ll know whose Who’s Who is whose!

An apostrophe replaces missing letters in a contraction in words like can’t and you’re. When these words are spelled out, they’re written cannot and you are. The apostrophe takes the place of the letters that are left out when the words are “contracted” together. Here are some more examples:

would have / would’ve
she is / she’s
he will / he’ll
I am / I’m

An apostrophe plus an S at the end of the word makes it plural if the word is singular or is a plural noun that doesn’t already end in the letter S. This is sometimes confusing, especially since the apostrophe is used by itself without an extra S if the plural noun does end in an S. In fact, it’s easier to give examples of using apostrophes to form plurals than it is to try to explain it, so take a look at the four categories below:

singular nouns that don’t end in S take ‘s
     the dog’s bone is smelly
     the bee’s buzz is very loud

singular nouns that end in S also take ‘s
     the bus’s capacity for passengers
     a glass’s fragility

plural nouns that don’t end in S take ‘s as well
     children’s games like tag and hopscotch
     the cattle’s brands are shaped like stars

plural nouns that already end in S only have an apostrophe
     our teachers’ salaries
     the families’ traditions

When it comes to proper nouns, you’ll add ‘s to the word if it doesn’t end in an S already (Mark’s cat) or if it does end in an S but is only one syllable long (Mars’s atmosphere is mostly carbon dioxide). If the word ends in an S then let pronunciation be your guide; if you’d say the word out loud with an extra S sound, use both the apostrophe and the S, otherwise just use the apostrophe. Charles Dickens’s novels are often put on “must read” lists for school children is an example of the first case here, while Mr. Rogers’ television show was familiar to generations of youngsters in the United States illustrates the second.

Handle Suffixes With Ease – And With “E”s




In the last post we talked about spelling rules and how the final E on a word will often be dropped if you’re adding a suffix that starts with a vowel. It’s generally easier when the suffix ends in a consonant, because you’ll keep the E and just add the final letter grouping to the base word that changes it to the new word form you want. Today we’ll look at four common suffixes and explain what they mean, and also how the spelling of the base word changes – or doesn’t – when you add the suffix.

-less
The suffix -LESS means exactly what you’d think: you have “less” (or more exactly, “none”) of what the base word is describing. That means that if you take the base word peer (“equal”) and add this suffix, you’ll get the word peerless, which means “without equal.” Here are some other examples of this suffix. Notice that when the base word ends in an E, the E is not dropped.

faith / faithless
age / ageless
pain / painless
grace / graceless
weight / weightless
noise / noiseless
fear / fearless
name / nameless

-ful
This is another easy suffix to figure out and use! When you add the suffix -FUL to a base word, you’re making a new word that means “full of [base word].” When something is painful it causes a person to feel “full of pain,” for example. Remember that even though the meaning “full” has two Ls, the word won’t be meaningful if you spell the suffix with two Ls, so only use one.

help / helpful
remorse / remorseful
cheer / cheerful
care / careful
thought / thoughtful
disgrace / disgraceful
beauty / beautiful (note the change of Y to I in this word)

-ment
Adding -MENT to a verb generally changes it into a noun. You’ll find other words with this suffix that are a little difficult to trace back to their base verbs, and that’s usually because the base word is a Latin or Greek root. As an example of this, the word fragment goes back to the Latin verb frangere, or “to break.” Again, the final E is not generally dropped with this suffix.

move / movement
refresh / refreshment
excite / excitement
amend / amendment
amaze / amazement
govern / government

-ness
“The quality of having or being [base word]” is the definition of most words that end in -NESS. When you use this suffix, you’re taking an adjective as the base word and turning it into a noun. While you’ll keep the final E in most cases, if the final letter of the base word is a Y, you must change it to an I before adding the suffix.

happy / happiness (change the Y to an I)
rude / rudeness
forgetful / forgetfulness
remote / remoteness
calm / calmness
polite / politeness

Finally! How To Handle A Final E




Learning how to spell is usually a matter of figuring out what to add, and what to take away. For example, when you want to make a word plural, you’ll often simply add an S to the end, as in the word giraffes. Other times you’ll have to take something away before you add the letters to make the word plural, like when you turn the word pony into ponies. If you’ve been struggling with spelling and pronunciation due to the “silent E” that appears in many words then you’ll be glad to know that this letter is one that you’ll often drop off the end of a word when you’re adding a suffix to it. The E will go from being silent, to not being there at all. This usually happens when the suffix would create a double-vowel combination. Here are some examples:

dense + ITY = density (not “denseity”)
surprise + ING = surprising (not “surpriseing”)
move + ABLE = movable (not “moveable”)
large + EST = largest (not “largeest”)
pore + OUS = porous (not “poreous”)
diverge + ENCE = divergence (not “divergeence”)
ignore + ANCE = ignorance (not “ignoreance”)

The exception to this rule is that if the base word ends in a CE or a GE then you need to keep the final E so that you can keep the same pronunciation of the last consonant in the base word.

outrage + OUS = outrageous
service + ABLE = serviceable

Notice that in all of the base words above, the final E is both silent and preceded by a consonant. If the final E is preceded by another E or an O, you don’t usually drop the E.

hoe + ING = hoeing (not “hoing”)
shoe + ING = shoeing (not “shoing”)
canoe + IST = canoeist (not “canoist”)
agree + ABLE = agreeable (not “agreable”)

For the purpose of this rule, we’ll treat the Y as a vowel, and apply the same rule with this letter-final E combination:

dye + ING = dyeing (not “dying,” which is the present participle of the verb “to die”)

Because all spelling rules have exceptions, there are times when you’ll drop the second E before adding a suffix:

free + EST = freest (not “freeest”)

Usually, the incorrect spelling of these words will look so strange that you’ll find it easy to remember the correct one!