Let's talk about prepared dictation in our Charlotte Mason homes

A Charlotte Mason education takes a different approach to learning language arts and writing compared with modern schools. She developed a systematic method centred on three components as the building blocks necessary to become great writers:

1) high volume exposure to the written word through reading plenty of living books

2) copywork

3) dictation

Obviously, we produce copywork resources but today I want to talk about dictation – the why and the how – as it can often be overlooked. For Charlotte Mason, dictation was far more than just an exercise in writing words read aloud; it was a carefully structured tool for teaching spelling, punctuation, grammar, and even habits of attention and focus. In my experience, it is not cumbersome but it is effective.

She advocated that formal dictation lessons should begin around age nine or ten when the child has developed a certain level of maturity in both attention and writing skills. Before a child is ready for dictation, they should be able to write fluently and legibly (developed through copywork); have developed some powers of attention; and understand basic spelling and punctuation rules in a natural context (gained through plenty of exposure to well-written books and poems). By age nine or ten, most children have developed the mental focus and the mechanical skills needed for dictation, making it a more effective and enjoyable learning experience. I’ve waited until my children were ten and this worked well for us.

The purpose of dictation

In Mason’s view, dictation was essential for teaching children to write correctly and confidently. It wasn’t about rote memorisation or repetitive drills, but rather about absorbing language in a natural way. By writing from dictation, students learned spelling, punctuation, and grammar in the context of meaningful, well-written sentences or passages, rather than through isolated exercises. As she explained, "The best way to teach spelling is by dictation lessons," but not just any kind of dictation. Mason advocated for a method that prepared the child, guiding them to focus on challenging words and details before they began writing.

Preparation is key

One of the most important elements of Mason’s dictation method is preparation. She believed children should not be expected to spell or punctuate correctly without first studying the passage. As she wrote: "Let the teacher pick out the words which she thinks will be difficult to the children, and let these be visualised." This preparation might involve the teacher reading the passage aloud, drawing attention to difficult words, or having the child study the text on their own.

Mason also encouraged visualisation, a technique where children picture the word in their mind before writing it. She said: "Accustom him from the first to shut his eyes and spell the word he has difficulty with, aloud or silently, before he writes it." This habit helps the child internalise the correct spelling and visual form of the word.

Charlotte also believed that children should commit the punctuation in each passage to memory during the preparation period, thus when the parent reads aloud a sentence or clause, they should not dictate the punctuation.

"Dictation lessons should be conducted in this way—that is, a paragraph or page read once, and then the book closed and the child writes from memory."(Home Education, Vol. 1, p. 238)

I normally ask my children to study the passage closely for up to five minutes, then I cover the text or hide it from view and read it one clause at a time. They check both the spelling and punctuation at the end of the lesson.

Quality over quantity

Mason was clear that dictation should not be overwhelming. Short, regular sessions were more effective than long or frequent dictations. She believed in quality over quantity, emphasising that children should work slowly and carefully. "Slow work, dictated a clause at a time, is no burden," she wrote, underscoring that dictation should not feel like a chore but a valuable exercise.

Importantly, Mason insisted that the passages used in dictation be of literary value. Instead of random sentences or artificial exercises, students should be exposed to beautiful, well-written texts—what she called “living books.” These might include selections from classic literature, history, poetry, or Scripture. The goal was to immerse students in rich, meaningful language that they could absorb and internalise over time. In our home, I have used one of the passages in the child’s Copywork Cave folder because it’s about the right length, is already known to be of high literary value, and is quick and easy to find. I’m all for hacks that save time!

Attention and responsibility

Central to Mason’s entire educational approach was the idea of developing good habits. Dictation, when done properly, trains a child’s habit of attention. The student must focus on the details of the passage—spelling, punctuation, grammar, and even the structure of the text. Over time, this careful attention leads to greater independence in writing and spelling.

She also emphasised personal responsibility. "All their work should be done in the best manner," she wrote, encouraging children to take care with their dictation and transcription. By expecting high-quality work, Charlotte believed students would learn to hold themselves to a higher standard in their writing. This is where the process of learning itself becomes a tool for character formation.

Learning to love language

For Charlotte Mason, dictation was part of a broader, holistic approach to education. It wasn’t just about learning to write correctly—it was about fostering a love for beautiful language, developing attention and care, and nurturing self-education. By using dictation in this gentle, purposeful way, parents (and teachers) can help children develop strong language skills while also instilling habits of focus, care, and a deep appreciation for good literature.

So let this be your encouragement to add dictation to your child’s routine, even once or twice a week. It’s a short lesson and need not be overwhelming.