Why “Silly Words” Are Serious Business

Can nonsense words like “snizzlepop” actually build serious reading skills and brain power?

Key Takeaways:

– Nonsense words follow the rules of a language but lack real-world meaning—making them perfect tools for teaching phonics and decoding without relying on memorisation. 
– Decoding nonsense words strengthens phonemic awareness—helping children learn to recognise and sound out unfamiliar letter patterns. 
– Tools like DIBELS use nonsense word fluency (NWF) to predict later reading success, flag potential dyslexia, and assess decoding ability in both native and second-language learners. 
– By removing the crutch of memorised vocabulary, nonsense words help dyslexic children focus on phonics skills and orthographic mapping. 
– Some nonsense words are funnier or more memorable due to how they sound—increasing motivation, memory, and joy in learning. 
– Nonsense word decoding strengthens brain networks: it encourages generalisation, prediction, and flexible thinking—key for handling novel vocabulary and complex language tasks. 
– Creating or playing with nonsense words builds narrative imagination, abstract thinking, and a deeper understanding of how language works. 
– Without context and support, nonsense words can confuse struggling readers. With thoughtful planning, they become powerful and inclusive learning tools. 
– Laughter and play help children take chances with reading and language, leading to stronger confidence and resilience. 

AT A GLANCE

You might think silly words are just for laughs—but research shows they’re essential tools for literacy, creativity, emotional connection, and brain development. From the mischievous “snickersnack” of the ‘Jabberwocky’ to phonics drills using words like “zeb”, “doth”, and “mig”, silly or nonsense words have long danced at the edge of language—seemingly meaningless, yet playfully magnetic.

To many, they appear whimsical, humorous, and ultimately trivial. But behind the giggles lies a powerful tool for developing phonics, decoding, creativity, and cognitive flexibility.

Nonsense words are serious business for anyone interested in how language develops—and how it can be assessed, shaped, and enjoyed. 

What Are “Silly” Words, and Why Do We Use Them? 

Nonsense words are strings of letters or sounds that follow the phonotactic rules of a language (i.e., they could be real words) but are not part of its lexicon. For example, in English, words like “gorp”, “mib”, or “sprottle” sound plausible, but they don’t have meaning in the dictionary. 

These words serve various educational and cognitive functions: 

• They isolate phonological decoding by removing familiar context or meaning. 

• They spark creativity and humour by defying conventional usage. 

• They test reading ability free of memorisation. 

• They stimulate emotional responses based on sound symbolism. 

• They create opportunities for scaffolded literacy instruction that can be tailored to students’ specific phonics needs. 

• They promote emotional engagement and creativity in literacy tasks, helping learners connect with language in meaningful, playful ways. 

In short, nonsense words aren’t gibberish—they’re controlled linguistic constructs that test and expand our language faculties. 

Neuroscience Insight

Brain imaging studies reveal that nonsense words activate similar neural networks as real words. Areas like the left inferior frontal gyrus, superior temporal gyrus, and fusiform gyrus are involved in phonological processing and word recognition, even in the absence of meaning.

This suggests that nonsense word decoding strengthens predictive language models and builds new neural pathways essential for reading development. 

Strategically implemented nonsense word tasks can thus serve as both a diagnostic and developmental tool—especially when instruction is guided by scaffolding, cultural sensitivity, and emotional engagement. 

How Nonsense Words Help Children Learn to Read 

Phonemic Awareness and Decoding 

Learning to read English—an orthographically irregular language—requires children to grasp the alphabetic principle: that letters and letter patterns correspond to sounds (phonemes). Nonsense words help by forcing children to apply phonics knowledge in a pure decoding context. 

Without meaning to fall back on, children must: 

• Recognise graphemes (letters or letter groups) 

• Translate them into phonemes (sounds) 

• Blend them to pronounce the word 

This builds phonemic awareness, a skill strongly predictive of later reading success (1). To prevent potential confusion, especially among struggling readers or those with learning differences, educators should ensure nonsense word instruction is scaffolded—introduced gradually with adequate support and explanation. 

Assessment Tool in Early Literacy 

Nonsense word fluency (NWF) is a key component of early reading assessments such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills). In a typical NWF test, a child reads as many nonsense words as possible in one minute. This measures automaticity and decoding skill, not memorisation. 

Several studies confirm that NWF is a strong predictor of: 

• Reading proficiency by 3rd grade 

• Risk of reading failure or dyslexia 

• Overall decoding fluency 

Even for English learners, NWF performance correlates well with later reading ability, highlighting its cross-linguistic diagnostic value (2, 3). However, instructional approaches should consider linguistic and cultural diversity to ensure inclusive and equitable assessment practices across populations. 

Supporting Learners with Dyslexia 

Children with dyslexia often struggle with decoding real words due to their reliance on visual memory or context. Nonsense words remove those crutches, providing: 

• A clear window into phonological processing 

• An opportunity for explicit, structured practice in decoding unfamiliar word forms 

• Data to inform intervention strategies that focus on multisensory, phonics-based instruction (4) 

Educators caution, however, that nonsense word instruction must be scaffolded. When introduced too early or without context, it can confuse struggling readers. But when used strategically, it strengthens orthographic mapping—the brain’s ability to store and retrieve words efficiently. Thoughtful sequencing, emotional support, and cultural relevance can help mitigate these challenges. Inviting feedback from educators and researchers is also vital to refine instructional practices and ensure diverse learners benefit from these interventions. 

Humour and Emotional Connection: The Psychology of Silly Sounds 

Humans don’t just read nonsense words—we react to them emotionally. Certain sounds (like “oo” in “boop” or “gl” in “glimmer”) evoke predictable feelings. This is known as sound symbolism. 

A BPS study found that people consistently rated some nonsense words funnier than others (5). Words like “finglam” or “twizzleflorp” were more amusing than “sersice” or “drint”, suggesting that phonetic features like rhythm, plosives, and consonant clusters influence our aesthetic responses. 

This emotional layer: 

• Helps children engage more deeply in phonics games 

• Stimulates laughter, which promotes memory retention 

• Reflects how sound and meaning are processed together, even when meaning is absent 

• Improves holistic literacy development by engaging not only cognition but also emotion and creativity 

These findings support the idea that playful language creates positive learning experiences, making children more open to risk-taking and exploration in literacy tasks. 

Nonsense Words in British English and Cultural Humour 

English—especially British English—has a long-standing love affair with silly-sounding words. From “codswallop” to “higgledy-piggledy”, many words that began as nonsense have become part of everyday speech. 

As Christine Ro explains (6), British English historically incorporated playful sounds through regional dialects, nursery rhymes, and social slang. These words often: 

• Express emotion more vividly than formal terms 

• Serve humorous, satirical, or affectionate purposes 

• Play with alliteration, rhyme, and reduplication, appealing to the brain’s pattern-recognition instincts 

Understanding and enjoying these words improves vocabulary and cultural literacy, especially in diverse classrooms where language is part of identity. Exploring nonsense word traditions across global languages and communities—including African, Asian, Indigenous, and Caribbean traditions—can further promote cultural inclusivity and linguistic appreciation. 

What Neuroscience Says About Nonsense Word Processing 

Nonsense words might be devoid of meaning, but the brain processes them similarly to real words. fMRI studies show that nonsense word decoding activates: 

• The left inferior frontal gyrus (speech production) 

• The superior temporal gyrus (phonological processing) 

• The fusiform gyrus (word recognition) 

According to a study published in Neuroimage, readers apply orthographic rules and predictive phonological models when encountering unfamiliar letter strings (7). This reinforces the brain’s ability to: 

• Generalise from known patterns 

• Form hypotheses about word structure 

• Build new neural pathways for vocabulary acquisition 

Such activation strengthens reading networks and prepares children to encounter novel words with confidence. These findings show how nonsense words build foundational skills while supporting brain development—making them a useful tool when implemented with care, creativity, and cultural awareness. 

Beyond Phonics: The Creative and Cognitive Power of Nonsense 

Nonsense words also play a vital role in cognitive flexibility, imaginative thinking, and language invention. When children invent or engage with nonsense words, they demonstrate: 

• Metalinguistic awareness – understanding how language works beyond literal meaning 

• Narrative creativity – inventing stories, places, or creatures with unique names 

• Symbolic play – using language as a representational tool 

As transcription research shows, children’s interaction with nonsense words provides insight into speech production, phoneme segmentation, and error correction (8). 

In literature, nonsense has long served as a canvas for creativity—from Dr. Seuss to Lewis Carroll—demonstrating that wordplay fosters not just linguistic ability but emotional expression, humour, and wonder. By embracing emotional engagement, creative risk-taking, and cultural storytelling, nonsense word instruction can contribute to more regenerative, inclusive, and joyful literacy development. 

Cultural Connection

Across cultures, playful language is a social and educational bridge. In many African and Caribbean oral traditions, riddles, tongue twisters, and nonsense verses are used to teach children rhythm, memory, and storytelling skills. In Japan, sound symbolism known as ‘gitaigo’ and ‘giongo’ (mimetic words) forms a large part of everyday speech—many of which would be considered ‘nonsense words’ in English but carry deep emotional or sensory meaning.  

Meanwhile, Scandinavian languages embrace reduplication and rhythm in early reading materials, boosting phonological awareness through fun. These traditions show that silly words play a universal role in fostering early engagement with language, often before formal education begins.  

To increase the regenerative contribution of nonsense word instruction, educators should explicitly explore and include these cultural and linguistic traditions. Doing so affirms children’s identities and promotes inclusive learning environments. 

Practical Strategies for Educators and Parents 

Here’s how to use nonsense words effectively: 

In the Classroom 

• Use them during warm-ups and practice decoding with nonsense words before tackling new vocabulary. 

• Use structured tools, like NWF assessments, to monitor growth over time. 

• Encourage students to invent nonsense creatures or spells using consistent phonics rules in their creative writing. 

• Scaffold instruction carefully to avoid overwhelming early or struggling readers. 

• Solicit ongoing feedback from teachers and researchers to refine practices and address classroom challenges. 

At Home 

• Invite silly storytelling and try make up bedtime stories with nonsense elements. 

• Swap real syllables with made-up ones (e.g., “snack” becomes “glack”) during games. 

• Emotion talk: Ask, “What do you think “zoggerflop” feels like?” 

• Invite children from diverse linguistic backgrounds to share playful words from their own languages or traditions. 

These strategies help children engage with language playfully and critically, building both technical skill and joyful connection. 

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Conclusion: Silly Words, Serious Power 

Nonsense words may look ridiculous at first glance—but underneath the whimsy lies a powerful educational and cognitive tool. They help children learn to read, think creatively, and play with language in ways that build deep linguistic and emotional resilience. 

When guided by scaffolded instruction, cultural awareness, and creative engagement, nonsense words become not just instructional tools—but regenerative forces for inclusive, meaningful learning. 

So next time you hear a child giggle over a word like snizzlepop, remember –  you’re witnessing serious learning in action. Because in the world of literacy, silly words aren’t just fun—they’re foundational. 

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References:

1. Fien, H., et all.  (2010). An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review, 39(4), 631–653. https://doi.org/10.1080/02796015.2010.12087747 
2. Fien, H., et all. (2008). Using nonsense word fluency to predict reading proficiency in kindergarten through second grade for English learners and native English speakers. School Psychology Review, 37(3), 391–408. https://doi.org/10.1080/02796015.2008.12087885 
3. Cychosz, M., Erskine, M., Munson, B., Edwards, J.. (2021). A lexical advantage in four-year-old children’s word repetition. Journal of Child Language (Vols. 1–54). https://doi.org/10.1017/S0305000920000094 
4. Farrell, L., Osenga, T., Hunter, M., & Readsters. (2010). The value of nonsense words. Readsters, 1–4. https://www.readsters.com/wp-content/uploads/2010/12/ValueOfNonsenseWords.pdf 
5. Jarrett, C. (2024, August 12). Why do people find some nonsense words like “finglam” funnier than others like “sersice.” The British Psychological Society. https://www.bps.org.uk/research-digest/why-do-people-find-some-nonsense-words-finglam-funnier-others-sersice 
6. Ro, C. (2022, February 24). Why British English is full of silly-sounding words. BBC Culture. https://www.bbc.co.uk/culture/article/20170619-why-british-english-is-full-of-silly-sounding-words 
7. Gierut, J. A., Morrisette, M. L., Ziemer, S. M. (2010). Nonwords and generalization in children with phonological disorders. American Journal of Speech-Language Pathology (Vols. 19–19, pp. 167–177). https://doi.org/10.1044/1058-0360(2009/09-0020) 
8. Knight, R.-A. (2010). Transcribing nonsense words: The effect of numbers of voices and repetitions. Clinical Linguistics and Phonetics, 24(6), 473–484. https://doi.org/10.3109/02699200903491267 

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