No. It would become rows, or roes (as in more than one roe deer). Spelling instruction may not always be the most popular, but is gaining increasing attention given our better understanding of how it supports reading development.
As an author of decodable text, I engage in an awful lot of language analysis (I am not the first, nor will I be the last). There are several factors that need to be considered in order to write a text that is both meaningful and targeted for developing particular reading skills.
The trickiest dimension of this, of course, is that there are not perfect answers to all these questions. Different educators and authors have and will answer them in different ways depending on their goals and situation. Our human minds are primed to love easy answers, and that can be a trap of its own. For example, we may get so caught up in a particular detail or details that we inadvertently limit opportunities for learning.
For my own part, I have generally taken a naturalistic approach that aims to control text while providing as authentic a reading experience as possible. It's a balancing act. As you slice and dice texts for different purposes, you discover things like:
All this to say long live human creativity and diversity in those areas where there is, and likely always will be, room for flexibility!
There are a couple of lessons from spelling frequency analysis in particular that can also help us keep perspective on instructional goals at different stages of reading development.
This last point is perhaps the most critical to bear in mind as spelling instruction becomes increasingly embraced as a means of more effective reading instruction. The type of spelling instruction and activities needed to achieve proficient reading will not automatically result in full spelling proficiency, nor is it reasonable to expect the same level of proficiency to be achieved in both word level reading and spelling simultaneously (more on the phases of reading and spelling development here). There is simply more to written language than that.
It does make sense to shift the instructional emphasis progressively from a focus on reading and invented spelling to a focus on formal spelling convention. We just don't want to forget about spelling once children learn to read.
If you’d like to learn more about high frequency spellings in the English Language, I put together a summary reference table with the most common spellings for download based on Fry, E. (2004). Phonics: A large phoneme-grapheme frequency count revisited. Journal of Literacy Research, 36, 85-98. https://doi.org/10.1207/s15548430jlr360
And for the big-time fans out there, you can always flaunt it with a totally totable tote. 😊