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Help! My Dyslexia
Students Can’t Spell
Multisensory Techniques To Help Students Improve Spelling
SAISD Dyslexia, Section 504 Department
2014-2015 School Year
Spelling Difficulties
• Can learn words for the spelling test but struggles with remembering
the correct spelling for their own writing
• Spelling (encoding)
-Difficulty taking sounds that are heard in words and writing down the letter or
-letters that represent those sounds
• Difficulties with phonological processing skills
-Leave out letters in consonant blends (writing boke for broke)
-Putting letters in the wrong sequence (cats for cast)
Spelling Difficulties
• Less exposure to written words
-Minimal visual exposure to words
• Difficulty reading what they have written
-Use of limited vocabulary
-Use the same words over and over again
• Struggles with focusing on what they want to say and how to
organize their thoughts
How to Help with Spelling Difficulties
Use a variety of multisensory techniques
Teach both regular and irregular spelling words
Group words with common spelling and pronunciations
When modeling, refer to the letters used by their sounds
rather than their names
• Review new words frequently
• Dictate sentences using previous words with new words
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More Help with Spelling
• When spelling words, have students write them down instead of
spelling them orally
• Post picture associations
• Post high-frequency irregular words that students are expected to
spell
• Use word walls, anchor charts for:
-High-frequency words
-Strategy words that illustrate spelling rules or patterns
• Provide opportunities to practice:
-Using a peer tutor
-Using a partner
Spelling Strategies
• Teach correspondence between sounds and letters
• Teach word families (include nonsense words)
• Teach the six basic syllable types
www.readingrockets.org/article/28653
• Teach spelling rules
www.dyslexia.org/spelling_rules.shtml
More Spelling Strategies
• Use structure-based words for spelling tests, include a few
irregular words.
• Memorize irregular words.
• Students maintain a list of their own problem words.
• Write the room: Provide clipboards and paper for students to
search the print in the room for words with specific vowel or
phonogram patterns.
Spelling Games
• Word Wizard: Using the week’s reading text provide a word part (ake, -ade, -ine). Set a timer for 2 minutes and students will search
the text for all the words with the word part in them; write them
down. When time is up, read the word list out loud and call out
words on the lists to spell orally.
• Word Part Rummy: Take index cards and write a phonogram on each
card. Place them face down on the table. Student draws a card,
reads the phonogram, says and spells a word with that phonogram.
If he/she is correct, he/she keeps the card. Winner has the most
cards.
Spelling Games
• Tic-Tac-Toe Spelling: Create a Tic-Tac-Toe grid. In each space,
write a different task such as: write the words in silly shaped
letters; with vowels in red and consonants in blue; in all capital
letters; with rainbow colors, etc. Images for tic tac toe spelling
Multisensory Techniques
• Use sound boxes with colored chips to spell words (1 box for each
sound heard in the word); slide chips into the boxes while saying
the word slowly, and then write the letters in the boxes. Older
students can use multisyllabic words with the chips representing
syllables.
• Provide magnetic letters for each spelling word; spell the word
first by articulating the word and arranging the letters, then
writing the words.
• Emphasize articulation while spelling.
• Write the word on the desktop with finger while spelling the word
aloud. Clap hands 3 times. Write the word and check for accuracy.
• Say the word slowly, emphasizing individual sounds/syllables while
tapping on the arm.
Multisensory Techniques
• Write and say each syllable of the word in different colored
writing tools.
• Write words on the back of another student with a finger. Have
the person guess the word.
• Write and spell each word onto different textured surfaces with
two fingers.
• Write the letters in the air while saying the sounds in the words.
• Pantomime the meaning of each word and others guess.
• Bounce a ball for each letter/syllable in the word.
Mnemonic Devices
• Mispronounce the word to focus on individual parts (Wed-nesday)
• Create a sentence using a similar word with the same letter
sequence. (I hear with my ear.)
• Create a sentence to focus on a specific part. (Skiing: use
both i’s (eyes) when skiing.)
• Create a sentence that relates the word to another based on
its root. (scholastics: Scholastics are for scholars)
Effective Spelling Instruction Is…
• Multisensory
Students learn by seeing, hearing, saying and writing the words
• Sequential and incremental
Instruction moves in order from simple concepts and skills to more complex ones
• Cumulative
Students are engaged in ongoing review of previous concepts and words
• Individualized
Instructions are customized due to varied levels of performance and spelling
acquisition skills
• Explicit
Students are taught specific spelling rules
Questions ?
Contact Campus Dyslexia Coordinator
Department Information
Dyslexia, Section 504 Department
406 Barrera Street, Burnet Center, Room 24
San Antonio, Texas 78210
Phone: 210-554-2570
Fax: 210-354-3538
Sr. Coordinator
Lydia (Leticia) Carrasco – [email protected]
Department Staff
Cindy Sosa – Secretary
Iris Nannen – Clerk
Resources:
The Dyslexia Checklist A Practical Reference for Parents and Teachers
PowerPoint created by:
Michelle Augello, MAT, MRT
Mary Lou Garza, MS, MRT
Vivian Zotz, MA
San Antonio Independent School District
2014-2015