You might also find our Dyslexia Guidance Resourcehelpful, along with our blog on classroom strategies. Or, give our Teaching Wiki a read for a deeper understanding of what Dyslexia is and how to spot the signs and symptoms in children. Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology.”

It’s commonly assumed that learning to spell follows biologically-determineddevelopmental stages e.g. Gentry. However, writing (spelling) is a recent human invention, not part of our biologically-based primary development and therefore cannot be properly acquired except through teaching. Multi Sensory Spelling Activity Cards, which aims to activate different parts of the brain, support reading and spelling, and reduce stress and anxiety that children may associate with this topic. So it’s a structured way to connect phonemic awareness to writing the letters that spell the sounds. These dyslexia spelling worksheets are also multisensory because your child will: https://theliteracyblog.com/2018/09/21/the-ill-conceived-idea-of-regular-and-irregular-spelling-a-reprise/ Whole-language philosophy expects children to discover how to spell for themselves. Mistakes are not routinely corrected as the assumption is that children will learn ‘naturally’ to make closer and closer approximations to correct spelling(Hempenstall).Children are unlikely to learn to spell accurately with this method.Learn about acquired dyslexia with our helpful teaching wiki. What is a dyslexia-friendly classroom? So, yes dyslexia can have a larger impact on spelling than reading for some people. This is because spelling is more complex than reading. It was the spring of first grade when distance learning started for the global pandemic. I noticed she couldn’t even spell the word “pet.” Use mnemonics - silly sentences where the first letter of each word makes up the word to be spelled

Spelling is one of the biggest, and most widely experienced difficulties for the dyslexic child and adult. Most dyslexic people can learn to read well with the right support, however, spelling appears to be a difficulty that persists throughout life. DOensure that children in Reception and KS1 routinely write simple dictated sentences that consist of words with the spellings taught so far. ”Carefully chosen dictation activities enable pupils to practise and apply their spelling knowledge and segmenting skill to use the content they have been taught and to do so without having their working memories overloaded by composing sentences.” (Ofsted Research Review Series. English. 2022)www.primaryresources.co.uk/index.htm – free lesson plans, activities and worksheets on many subjects. Reading and spelling are reciprocal. In reading, a child has to match sounds to a written word. This is called decoding, or phonics.

DOsay that the common Latin suffix /shun/ is usually spelt -tion, but if the word is for a person’s occupation -cian is more likely (musician, electrician, technician, loctician…) Also, ”-tian spellings indicate the place from which the person or thing derives (Martian, Alsatian, Croatian, Egyptian, etc.); -cean spellings are related to the sea (ocean, crustacean, cetacean)”(John Walker) www.dyslexiacentre.co.uk and www.nessy.co.uk – free learning worksheets, and free demo version of Nessy learning programme.Depending on the child, primary school and teacher, there are many different teaching strategies for children with dyslexia. Consider a few of these tips and pointers to strengthen your strategy:

So before you put a pencil in your child’s hands, practice segmenting words. I use plastic counters with my daughter but you can use any manipulative – even Legos. A doctor or educational psychologist will work with you and your child to evaluate their symptoms and how it impacts the child's individual ability to learn. Don’trelay letter names when asked for help with an individual spelling before the basic/initial code sound-spelling mappings have become completely automatic. For example: to help with the vowel spelling in the word ‘st eam’– either write down the correct /ee/ spelling for them (keep a dry-wipe board to hand) or tell them another common word or two with the same spelling: ”You need the same spelling as the /ee/ in l eaf and cr eam”, or point to the correct spelling on an alphabet code chart -see below. Learn more about how you can help students with dyslexia with this Strategies for Dyslexia Display Poster. You can also help other children understand what dyslexia is, with this My Friend Has Dyslexia PowerPoint. Once Upon a Word: A Word-Origin Dictionary for Kids: Building Vocabulary Through Etymology, Definitions & Stories.

Why may children with dyslexia need support with spellings?

The impact of dyslexia is different for each person, however, most students with dyslexia may have difficulties with word recognition and language-based skills, such as reading, writing, spelling and pronouncing words. You will be super prepared to teach your dyslexic students with this fantastic and broad range of dyslexic resources for KS1. Here are some examples of the great things you’ll find inside; Because English spelling is statistical ”children need to be taught with real words…Teaching nonsense words (a feature of some programs) is, at best, a waste of time.” Don’tinclude words that areinfrequentin printandhaverareoruniquespellings such as and on homework spelling lists. Wait until they are encountered in text or are wanted for a piece of writing. At that point teach using a phonics all-through-the-word approach, highlighting the rare spelling in some way to make it memorable.