Nonsense Words and Why They Work

When I first started learning about multisensory curriculums, Orton-Gillingham programs, and specifically the Wilson Reading System, I wondered why nonsense words were necessary. My students had difficulty learning all the real words in English, so why introduce words that were made up?  After working with older students, I saw that these struggling students had memorized many familiar words that they had seen over and over again in text.  So, they guessed what new words were, using their limited bank of memorized words.  Guessing was the primary tool in their decoding toolbox, and it worked poorly as they progressed in school.  As I worked with more and more students, I saw the value of using nonsense words with all students, not only the neurodivergent learners.  Pseudo or nonsense words are a teacher's best friend to see if students understand how the English language works.   So here are the major reasons that you need to include nonsense words in your lesson plans.

Incorporating nonsense words into a multi-sensory, science-based language curriculum may initially sound counterintuitive. After all, aren’t words supposed to carry meaning? While it's true that language is a tool for communication, there is far more to it than meets the eye. Nonsense words, also known as pseudo-words, have become a vital part of effective literacy instruction, particularly in structured, research-backed programs. These words, which follow phonetic rules but don't carry any inherent meaning, offer a range of benefits that strengthen students' language skills and enhance learning outcomes.

1. Reinforcing Phonemic Awareness

Phonemic awareness, the ability to recognize and manipulate individual sounds in words, is a foundational skill in learning to read and spell. Nonsense words provide a unique, powerful opportunity for students to practice their phonemic awareness without the influence of context. Students may already have pre-existing associations and visual cues when encountering a real word, making it harder to focus purely on decoding the sounds.

In contrast, nonsense words force students to engage with the individual sounds of a word because they have no prior context or meaning. Take the word “flim” as an example. While it might seem silly, students are required to decode the word based on its phonetic structure. This means they focus solely on the sounds (the 'fl' sound, the short 'i' vowel, and the final 'm'), strengthening their decoding skills and reinforcing sound-letter associations.

2. Encouraging Decoding and Spelling Skills

Teaching decoding and spelling rules through nonsense words strengthens students’ understanding of how words are constructed. It’s not just about memorizing common words in the language; it’s about understanding the underlying patterns and structures. Nonsense words help students break down complex spelling patterns without the pressure of memorization. For example, “vossel” may seem like an unfamiliar term, but it follows the common phonetic pattern for consonant-vowel-consonant constructions. This approach allows students to internalize spelling rules more authentically and systematically.

This approach becomes even more significant in a science-based curriculum. The scientific method is all about testing hypotheses, observing results, and refining understanding. Nonsense words help students test their knowledge of language rules and observe how different sounds and patterns interact, providing a robust, systematic approach to literacy that mirrors scientific inquiry.

3. Promoting Flexibility in Language Use

When students can read and decode nonsense words fluently, they gain greater flexibility and adaptability when encountering new or unfamiliar words. This ability to transfer phonetic knowledge to words they have never seen before is a skill that directly applies to reading and writing.

Consider how scientific terminology often uses complex roots, prefixes, and suffixes. Students comfortable with nonsense words, which push them to decode unfamiliar sounds and structures, are better equipped to tackle complex scientific vocabulary. This skill translates well into subjects like biology, chemistry, or physics, where students frequently encounter words they’ve never encountered before but can decode due to their familiarity with language structures.

4. Engaging Students in a Multi-Sensory Learning Environment

A multi-sensory approach to learning emphasizes using sight, sound, touch, and movement to reinforce concepts. Nonsense words can be integrated into this approach in many creative ways. For example, students might trace the letters of a nonsense word while saying the sounds aloud or even form the word with playdough or magnetic letters. This hands-on, sensory experience reinforces the word's sounds in multiple ways, solidifying the connection between auditory, visual, and tactile learning channels.

Additionally, multi-sensory techniques help students who may struggle with more traditional learning styles. For students with dyslexia or other learning differences, a multi-sensory approach using nonsense words can offer a more accessible and engaging method of instruction, making it easier for them to process language in a way that works for them.

5. Reducing the Risk of Guessing

A significant challenge when teaching reading is helping students overcome the habit of guessing words based on context rather than decoding them. Real words often come with context clues that make it easier for students to guess their meaning, which can be counterproductive in the learning process.

Nonsense words eliminate this guessing factor. Since they have no context, students must decode each word based solely on its phonetic components rather than relying on visual memory or context clues. This helps develop stronger, more independent decoding skills and builds students’ confidence in their ability to read any word they encounter.

6. Building Confidence and Encouraging Playful Learning

Incorporating nonsense words into the curriculum creates an environment where learning is less about “right” or “wrong” answers and more about discovery and experimentation. The playful nature of nonsense words allows students to approach language learning with a sense of curiosity and fun. They aren’t burdened by the need to understand a word’s meaning or memorize it— instead, they can explore the language’s structure in a low-stakes way. This playful exploration fosters a positive attitude toward reading and spelling, which are crucial for long-term literacy development.

Conclusion

Incorporating nonsense words into a multi-sensory, science-based language curriculum isn’t just a quirky educational strategy; it’s a powerful, evidence-backed technique that helps build a deeper, more flexible understanding of language. By reinforcing phonemic awareness, supporting decoding and spelling skills, fostering adaptability, and enhancing engagement in a multi-sensory environment, nonsense words offer essential tools for students’ literacy development. They encourage students to approach language scientifically, test their knowledge, and confidently tackle both familiar and unfamiliar words, making them a critical component of an effective, well-rounded literacy curriculum.