These are basic remedial reading techniques and usually very helpful.? I suggest having the student's words on cards and having a whole collection of different manipulative alphabets to use for practice. Craft stores are full of them and places like Staples or Office Max often have several kinds- cloth, cardboard, wood-- wax, pasta!--whatever.? Just keeps the task interesting. ? The student looks at a card, spells it out loud while pointing at the letters, turns it over and spells the word using the manipulative alphabet and saying the letters out loud as s/he hunts for them. 

Anything that can be done to
turn over the responsibility of reading/spelling to the adult? and
reduce the teacher-centered nature of the teaching is helpful.? 


For those with particularly intractable spelling difficulties, sand writing or writing in any tactile substance like that is another way to increase tactile input.? ? Large muscles need to know the word as well, so having learners practice with felt markers on newsprint ( use the classified ads turned sideways to make "lines" to write on)? and doing spelling practice on the board with BIG writing helps increase large muscle learning of the way words "look" and feel. ? 

I find that people who are this low in their skills always need lines to either write on or arrange letters on-- one of the teachers I coach uses baking sheets and puts rubber bands around them to make "lines" for the magnetic or other types of letters.?? Where did those wonderful multiple-chalk devices that were used to draw multiple parallel lines on the board go??? The way of blackboards, I guess.? I often wish there were a new version of that for white boards!!? 


Robin Lovrien Schwarz


 


 

-----Original Message-----
From: Carol Allen <allenc at rccc.cc.nc.us>
To: The Learning Disabilities Discussion List <learningdisabilities at nifl.gov>
Sent: Fri, 4 Apr 2008 9:22 am
Subject: [LearningDisabilities 1922] Re: Tips









I know this may sound elementary, but it works. Use the plastic magnetic letters (lower case letters) to spell out the words in the Wilson curriculum or what ever you are using. The teacher should write the word on the magnetic board above the space to place the letters. Small Dry Eraser Boards work well. This also helps the student to remember which way the letter faces, for example in "b and d" and which letter is at the beginning of the word and at the end of the word. It also removes the barriers of trying to remember the correct way to write the letter. The student can constrate on? learing to read the word. Many of my ABE students are tactile/kinesthetic learners. To reinforce auditory learning, have the student say the sound of the letter as he places it on the board.



Another learning strategy is to have the student write a simple sentence using each word. I never comment on the spelling of the words. In fact, I always have the student read the sentences aloud to me. 




Carol Allen 

Career Readiness Certification Director

Rowan Cabarrus Community College

PO Box 1595

Salisbury, NC 28145-1595

704-216-7210 office

704-202-7065 cell







-----Original Message-----

From: "Andrea Wilder" <andreawilder at comcast.net>

Sent 4/3/2008 8:29:35 AM

To: "The Learning Disabilities Discussion List" <learningdisabilities at nifl.gov>

Subject: [LearningDisabilities 1917] Tips




OK, I have thought about this topic for a long time, I have done a lot
of reading, and I have tried out materials myself to see what a
dyslexic reader (with phonological problems) experiences.
I conclude:  with ABE students:  1) use materials, like the Wilson
system, which move from most regular to most irregular word families,
2)   teach students using only words they ALREADY KNOW. (With Wilson,
you could read aloud the words they select for their exercises ahead of
time, so you know what words  the students know.)
I would be very interested in hearing from people who follow this
sequence.
I am talking here specifically about phonologically challenged students.
Thanks very much!!
Andrea:).
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