Mollygo, so much to agree with in your post.
I was teaching spelling to the Y7 & Y8 'strugglers' in secondary school using phonics/phonetic knowledge as the basis of what I did. Many of them had never been taught that there was any sort of correlation between the letters in words and the sounds they represented (this was from 2000 onwards, before the introduction of mandated phonics instruction, so they's mostly been taught to memorise meaningless letter strings.
They definitely found it something of a revelation to find that the letters they wrote to spell a word had a purpose, but old habits died very hard. Spelling is highly dependent on kinaesthetic memory and if you've been spelling a word wrong for 6 years the old 'memory takes over once you stop concentrating. Kinaesthetic memory works really well with handwritten words but the increased use of computers means that children aren't handwriting as much and the only people who develop kinaesthetic memory when wring with a key board are highly trained touch typists. For children it's mostly 'hunt and peck' so they're back to having to memorise letter strings again😥
I agree that extensive reading is helpful especially when one has learnt to 'decode' words via phonics, because that's what all the brain research points to, skilled readers 'decode' a word in a matter of milliseconds and can immediately pick out a wrongly spelled word because it 'sounds' wrong.
All in all, despite the phonics mandate, I think a great deal militates against children being really secure with their spelling skills.
Of course, the people whose spelling is being criticised on here will be adults who have probably never really been taught the proper basics of spelling. Even the post 2012 L & S educated children will only be in their late teens now.
🦞 The Lockdown Gang still chatting 🦞



