spelling concerns

This is something I learned from the Barton Reading and Spelling Program (usually used for dyslexics – it’s an Orton-Gillingham based curriculum):

when you say the word in question, really elongate it.  So, “pen” would be “peeeeeeeeeeeeeeeeeeen”  (all short e sound, of course).  While you’re saying that, you move your hand or finger (in the air or on the table) from HER left to right, timing it so that the /p/ sound is where you start and the /n/ sound is where you end.

Then, have her repeat it (saying it and action).

Then, she puts up one finger per sound, and says the sound: /p/, /e/, /n/. (she could also tap on the table, again, from left to right, a new spot for each sound).

Then she says the word “fast, like a word” as a normal word.  Then she spells it.

In the Barton program, the student would use wooden tiles for the spelling of the word, saying the individual sounds again, as she selects the tiles.   But you could make your daughter do this while she prints each letter.

For b,d,p,q reversals, teach your daughter to make a fist with her LEFT hand —if she’s a lefty, I’m not sure what she ought to do.  Put down the pen, maybe. Anyway, make a fist with the left hand and put your thumb UP.  Now, if you look at your fist, so that you can see your fingernails, that’s a lowercase b.  B stands for “balloon”, balloons go up in the air (and you move your fist up).  So she can compare her fist to a printed lowercase b or d.

For p, twist your arm so your thumb is now pointed down (and you can see your knuckles now).  That’s a lowercase p.  P stands for “pigs”, who wallow in the mud (and your fist moves down).  Now she can compare her fist to a printed p or q.

If it doesn’t match her “balloon” fist, then it’s a b.  If it doesn’t match her “pig” fist, then it’s a q.

I have no suggestions for 6 and 9 — perhaps you could have her draw a little story and make the 6 or 9 a character to help her remember? For two of my daughters, I just had to tell them, “oops, your 6 went the wrong way”. or whatever.

If you suspect dyslexia, I would encourage you to visit Susan Barton’s website and the Barton Reading and Spelling site.  Lots of information there.  Even if you don’t suspect dyslexia, there’s a TON of info there about reading and spelling….all of it very good and very well researched.  Susan Barton is a leader in the Dyslexia world, quite a fighter for getting children the accommodations they need in schools (at all levels).

This may sound silly. I have the same problem with my kids. Specifically with pen, men, gem, went  -type words. We’re from the south. I actually explain to my kids that because we’re from the south we say it a little different. How do your kids say the short e? We had a ton of problems with reversals and I thought my DD was dyslexic. She turned 9 in Sept and this year she doesn’t reverse at all.

Karen,

We totally can’t say it right. We actually have laughs trying to say “pen” the right way. I am able to say it a little closer than the rest of my family. It just sounds like “pan.” Ha! And holding it, I’m not sure us southerners need any more drawl! 😀