Dictation with Special Needs Child

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  • May 18, 2011 at 5:35 pm
    Sue
    Participant

    I was just listening to a webinar presented by Dianne Craft, and she talked about ways to color-code spelling words to learn how to spell them correctly.  I believe my 11yo autistic son will be ready for some limited prepared dictation starting next year, but I have questions about the approach.

    In order to color-code word to practice spelling, I need to know which words in a dictation passage to have him study. How do I do this without having him study the passage over and over and then do the dictation?  Actually writing out the dictation will reveal words he cannot spell, but if I asked him to identify words he might not know how to spell, I’m sure he will either say “none of them” or “all of them.”  Or should I just pull out some words I think he might have trouble with and use the color-coding with those before the actual dictation?

    Or….should I just use a different type of spelling program with lists and such?  I like the concept of prepared dictation and it has worked well for my 13yo dd, but she is able to just read a passage and “study” it for 10-15 minutes before dictation.  She doesn’t often misspell more than a couple of words in a passage, then she reviews them afterward.  When she has missed more than just a word or two, she continues studying the next day it’s scheduled and we do the dictation again.  So, she does not need a different plan for spelling.

    What do you think?

    May 18, 2011 at 7:25 pm
    DawnD
    Participant

    With my special needs son I do dictation and he copies it the first day.  Then we pick out words to work on.  He needs to use a short passage, so even if he picks most of the words it isn’t too many.  I have him work on them all week like a spelling list program – reviewing, writing the words, going over them in his head.  Then before the dication on Friday we check that he knows the words – he looks over them, spells the aloud, sometimes written.  The we do the dictation.  I do one sentence at a time.  I read the whole sentence with the appropriate pauses and things.  Then I re-read one phrase at a time (he has auditory processing problems, so he needs this – your son may not).  Then when he’s done I read the one sentence over and have him listen for pauses (commas) and check over his work.  Then we move on to the next sentence – if there is more than one.

    HTH

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