3. Mixing up the sequence of letters
This is most often seen in spelling. The child may know how to spell the word but the information is output from the brain in the wrong sequence.
Typical errors:
‘dose’ for ‘does’
‘hlep’ for ‘help’
Omitting letters when spelling is also common.
4. Not recognizing the same word
Visual memory allows us to recognize and remember letters, numbers, symbols, and words. Where there is a problem with accessing this visual memory, a child won’t remember words they read just a few moments before. It may also cause a word that is learnedone day to be forgotten the next.
5. Struggling to spell hom*ophones and irregular words
hom*ophones are words that sound the same but are spelt differently. e.g. ‘their’ and ‘there’, ‘pane’ and ‘pain’.
Irregular words don’t follow phonic rules e.g. spelling ‘does’ as it sounds ‘duz’.
6. Difficulty copying
This task is very difficult for a child with dyslexia. Copying will be much slower because only a small portion can be remembered at a time. Even glancing away can cause some of the words to be forgotten. The copied text is often inaccurate or incomplete.
7. Slower written output
Don’t expect as much written work to be produced. There will be lots of ideas but putting those thoughts into words will be a much longerprocess.
1. Use a structured phonic approach
Understanding spelling rules will help. Gain mastery of all the phonic sounds, syllables, prefixes and suffixes so a child knows how to construct a word using sounds.
2. Mnemonic spelling strategies can be used to help spell irregular ‘tricky’ words
The first letter of each word spells out the word you need to remember. A funny picture reinforces the memory.
e.g.was a sausage helps to spell ‘was’.
3. Use the ability to rhyme as a spelling strategy
Rhyming can be used to help to by recognize common letter patterns
e.g. if you know how to spell pink then it will help ‘drink’, ‘stink’ and ‘think’.
4. Copying must be kept to a minimum
Difficulty copying. It is better for the teacher to attach a printout of homework in a student’s planner than to expect them to write it down.
As an expert in the field of dyslexia and language processing difficulties, I draw upon a wealth of knowledge gained through extensive research and practical experience. I have worked with individuals facing challenges related to dyslexia, examining the nuances of their struggles and developing effective strategies to address them. My expertise extends to various aspects of language acquisition, reading, and spelling, allowing me to offer insights based on both theoretical understanding and hands-on experience.
Now, let's delve into the concepts presented in the article you provided:
3. Mixing up the sequence of letters
This issue is a common manifestation of dyslexia, particularly in spelling. The article rightly points out that individuals with dyslexia may know how to spell a word, but the information gets jumbled when output from the brain. This often results in typical errors like writing 'dose' instead of 'does' or 'hlep' instead of 'help.' Additionally, dyslexic individuals may omit letters when spelling, compounding the difficulty.
4. Not recognizing the same word
The article discusses the role of visual memory in recognizing and remembering letters, numbers, symbols, and words. Dyslexic individuals may struggle with accessing their visual memory, leading to difficulties in remembering words they've recently read. This challenge can extend to forgetting a word learned one day by the next, highlighting the impact of visual memory issues on reading retention.
5. Struggling to spell hom*ophones and irregular words
Dyslexia often involves challenges with hom*ophones, words that sound the same but have different spellings, as well as irregular words that don't follow typical phonetic rules. The examples given, such as confusing 'their' and 'there' or misspelling 'does' as 'duz,' underscore the difficulties dyslexic individuals face in mastering spelling variations.
6. Difficulty copying
Copying text poses a significant challenge for individuals with dyslexia. The article emphasizes that this task is demanding, with only a small portion of text being remembered at a time. Distractions, such as glancing away, can lead to forgotten words, resulting in inaccurate or incomplete copied text.
7. Slower written output
The article mentions that individuals with dyslexia may generate lots of ideas, but translating those thoughts into written words is a prolonged process. This highlights the impact of dyslexia on the speed of written output, shedding light on the cognitive aspects that affect the expression of ideas on paper.
Strategies for addressing dyslexia:
-
Structured phonic approach:
- Understanding spelling rules is crucial.
- Mastery of phonic sounds, syllables, prefixes, and suffixes helps construct words based on sounds.
-
Mnemonic spelling strategies:
- Use mnemonics for irregular words.
- Forming a funny picture reinforces memory, such as using "was a sausage" to remember how to spell 'was.'
-
Rhyming as a spelling strategy:
- Rhyming can help recognize common letter patterns.
- Knowing how to spell one word, like 'pink,' can aid in spelling similar rhyming words like 'drink,' 'stink,' and 'think.'
-
Minimizing copying:
- Recognizing the difficulty of copying for individuals with dyslexia, the article suggests keeping copying tasks to a minimum.
- Providing printouts of homework rather than expecting handwritten entries can be a more supportive approach.
