[blparent] spelling ideas

[Judy Jones]

I noticed you mentioned sight reading.

When I started teaching school eons ago back in the mid 70s, that was the 
craze, because it was felt that kids could remember the whole word by seeing 
it a glance, learn to read faster.

However, they also later found that when those same kids got into middle 
school then high school, that they couldn't spell the simplest words, as 
they had never learned the word sounds, not having been taught the 
foundation of sound and spelling for words with which they were unfamiliar. 
They had not learned the tools to figure out new words for themselves as 
their reading skills should grow.

How does she do with phonetics?

Judy


-----Original Message----- 
From: Nevzat Adil via blparent
Sent: Wednesday, September 3, 2014 2:17 PM
To: dawn stumpner ; Blind Parents Mailing List
Subject: Re: [blparent] spelling ideas

Dawn, my daughter has a problem with reading and writing. We had her
repeat second grade but no improvement. We did sight words almost
every day, but did not help much. Finally in third grade she was
screen for dyslexia and was found to have the condition. I am not
saying that your child has dyslexia, but screening her will not hurt.
the earlier diagnosis the better for helping the child.  Children who
have dyslexia learn reading and writing with Orton and Gillingham
method which is based on multisensory learning.
Nevzat
Every public school is required to have a dyslexia specialist to help out.

On 9/3/14, dawn stumpner via blparent <blparent at nfbnet.org> wrote:
> Yes, I think Judy's idea about finding words with the same
> pattern is great.  Start with easy stuff that rhymes and just
> replace one letter at a time.  Kind of like on Electric Company,
> if you've ever seen the part where they have part of a word
> coming out of one person's mouth and part out of the other, and
> they pronounce the sounds and put them together to make
> similar-sounding words: c ...' an ...'' can.  f ...' an ...' fan.
> etc.  etc.  The idea about doing a somersault while spelling is
> great too, because especially with young kids, the more physical
> or engaging an activity is, the more chance there is of putting
> it into long-term memory.  She could try yelling the letters,
> whispering the letters, jumping rope to the letters, hopping to
> them, bunny-hopping to them, clapping, etc.  Maybe you could use
> refrigerator magnet letters or braille Scrabble letters to play
> making short sound-alike words.  To get used to sounds, you could
> play finding things that have a certain sound in them when you're
> out walking or in the house, like "I spy." If you want to
> practice remembering that a often has a sound like in "Dan," you
> could give some examples, and then she could point out things she
> sees with this sound on walks like a can, a man, an ant, etc.
> The less stress she has "working" on spelling and the more like
> play it is, the more she'll stick with it and remember stuff, so
> it would be great if the teacher is onboard too and isn't sending
> too many words that are different.  However, I know that a lot of
> teachers in early grades want kids to remember spellings of
> short, common "sight" words that occur frequently in reading like
> "the," "in," "that," etc.  These are useful ones for kids to know
> so they don't stop and try to sound out weird words like "the"
> that don't sound like they look, but you can talk with the
> teacher about your ideas and come up with a plan together.
> She'll get it!
>     Dawn
>
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-- 
❝"If you talk to a man in a language he understands, that goes to his
head. If you talk to him in his own language, that goes to his
heart."❞
‒Nelson Mandela

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