Dyslexia is a learning difference which causes problems with children's ability to read, write and spell. 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.” Very little active memorization is necessary when learning is based on exposure to predictable patterns…our brains do the work for us”

In the early grades at least, I’m a big fan of combining phonics and spelling instruction. The idea is to teach these skills to the point of automaticity.” Make sure that your dyslexic children are seated so that they can clearly see the board and visual prompts. This is an important scaffold, or stepping stone, for your dyslexic child. They don’t need to guess the right number of sounds – they just need to identify them. Map the sounds DOgive guidance on the verb ending. Explain that although it is spelt , students will ‘hear’ /i-d/ or /t/ or /d/… landed, skipped, played, hoped, cared, completed…when they say the whole word. See Spelling Resources. Free chart to print: contains 300 high-frequency words sorted phonically as simple/complex spellings.

Resources

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. English spellings don’t obey rules. Instead, they arecontext-sensitive and statistical. Prof. McGuinness explains: ”It matters what a particular spelling sits next to in a particular word: b ea n, h ea d, g r ea t. The pronunciation of a word is often dependent on the vowel being affected by the consonants around it, as in the example above. Thus you must process every sound/spelling in the word to read the word correctly. Furthermore, you cannot assume that every vowel/vowel digraph is read (or written) the same way in every word. This is the most critical problem with our code.The letters are not always decoded one way but in many ways.It is not enough just to know that there are “many ways”–but alsothe context(the surrounding sounds/spellings) that determine how that spelling is pronounced.i.e. you have to know the “probability” of how a particular spelling in a particular word is likely to be decoded.And ditto for spellings being encoded.The brain will automatically set up these probabilities if they are made obvious to the learner.”

Letter names can be hazardous to your spelling…The message is clear: Discourage and eliminate the use of letter names and encourage the teaching of phoneme-grapheme correspondences.”

Free Dyslexia Spelling Worksheet

DO teach pupils about the schwa.”The schwa sound is the most common vowel sound in the English language, accounting for 20% of all vowel sounds (Yule, 1996), and it often is the cause of spelling mistakes” https://keystoliteracy.com/blog/teaching-the-schwa-sound-in-unaccented-syllables/ Infographic to print & display. 5 steps for spelling: a memory-friendly alternative to LCWC, for KS3 to adults. Johnson may have succeeded in standardizing the spelling of words, but he failed to standardize the spelling of phonemes. If he had done that, he would have created a transparent alphabet, and this would have changed everything.” (Diane McGuinness. Sound Reading System. Introduction p2) You can use a process called phoneme-grapheme mapping. It’s been shown to help students learn to how to read and spell more efficiently than memorizing. www.primaryresources.co.uk/index.htm – free lesson plans, activities and worksheets on many subjects.