How to Manage Spelling Successfully

by Philomena Ott

Overview

Readers will find this practical and comprehensive guide to spelling invaluable. Day-to-day advice on how to help those with difficulties is underpinned by information on the development of the English language and its spelling rules with explanations of common language problems. Chapters cover:

• spelling processes
• teaching and learning phonics
• individual cognitive and learning styles
• assessing and monitoring spelling progress
• teaching strategies and techniques.

This is an essential companion for teachers, SENCos, and dyslexia specialists alike, as well as anyone interested in spelling and language difficulties.

Product Details

ISBN-13:	9781134171323
Publisher:	Taylor & Francis
Publication date:	04/08/2014
Sold by:	Barnes & Noble
Format:	eBook
Pages:	352
File size:	7 MB

About the Author

Philomena Ott Internationally recognised expert on teaching pupils with specific learning difficulties. She is currently an independent educational consultant, trainer and speaker on dyslexia, conducting seminars and giving lectures around the world.

Table of Contents

Preface; Acknowledgments; Chapter 1 English Spelling’s Rich Inheritance; Keywords; Alphabet; Dyslexia; Grapheme; High-frequency words; Loan words; Macron; Mnemonic; Morpheme; ‘Odd-bod’ spellings; Orthography; Phoneme; Chapter 2 Spelling Processes; Keywords; Keywords; Acquired dyslexia; Amalgamation theory; Analogy; Auditory skills; Automaticity; Cerebral dominance; Cognitive style; Dysplasias; Ectopias; Kinaesthetic skills; Learning style; Long-term memory; ‘Look-and-say’ method of reading; Magnetic resonance imaging (MRI); Metacognition; Mnemonic; Morphemes; Multi-sensory learning; Neurolinguists; ‘Odd-bod’ spellings; Phonological awareness; Rapid automised theory (RAN); Short-term memory; Sight words; Skywriting; Specific developmental dyslexia; Specific learning difficulty; Spelling stage; Spelling strategy; Strephosymbolio; Visual memory; Working memory; Chapter 3 Alphabetic Knowledge: The Keystone of Language; Keywords; Alphabet; Dictionary; Headword; Holoalphabetic; Ideograms; Inflected words; Logograms; Pangram; Pedagogy; Phonograms; Pictograms; Quartile; QWERTY keyboard; Syllabograms; Transparent languages; Chapter 4 Phonics: Resolving the Big Issues; Keywords; Analytic phonics; ‘Code emphasis’ reading method; Grapheme; Keywords; ‘Meaning emphasis’ reading method; Multi-sensory learning; NLS Additional Literacy Support (ALS); Phoneme; Phonics; Phonological awareness; Phonology; ‘Progressive education’ movement; Segmentation skills; Synthetic phonics; Systematic phonics; ‘Whole language’ movement; ‘Whole word’ reading method; Chapter 5 Phonological Skills: Theory, Research, Practice; Keywords; Auditory perception; Behavioural psychology; Linguistics; Longitudinal study; Magnocellular pathway deficits; Ocular-motor factors; Phonology; Phonological awareness; Phonological decoding; Pre-readers; Structural linguistics; Chapter 6 Matching Instruction to Developmental Skills; Keywords; Behavioural psychology; Developmental psychology; Developmental stages; Direct instruction; Explicit teaching; Individual education plans (IEP); Learning styles; Maturation lag; Piaget’s cognitive developmental theory; Scaffolding activities; Spelling error categorisation; Simultaneous oral spelling (S-O-S); Strategy; Theory; Vygotsky’s zone of proximal development theory (ZPD); Chapter 7 The Evolution of Spelling Instruction; Keywords; ABC reading and spelling method; Cerebellum deficit theory; ‘Chinese’ spelling style; ‘Compensated’dyslexia; ‘Phoenician’ spelling style; Rote memory; Special educational needs (SEN); Spelling stages; Spelling styles; Visual memory; Visual sequential memory; Whole language reading method; Whole-word ‘look-and-say’ reading method; Chapter 8 Matching Teaching Methods to Learning Styles; Keywords; Cognitive style; Electroencephalography (EEG); Fernald’s method; Horn’s ‘look-say-coverwrite-check’ method; High-frequency words; Learning skill; Learning strategy; Learning style; Learning style inventories; Metacognition; Multiple intelligences theory; Neuro-linguistic programming; Paired spelling method; Positron emission tomography (PET) scans; Simultaneous oral spelling (S-O-S) method; Chapter 9 Assessment, Identification of Difficulties, Spelling Error Analysis; Keywords; Analytical errors; ‘Chinese’ spelling style; Cloze; Criterion reference tests; Discrepancy criteria; Individual Education Plan (IEP); Invented spellings; Liquid sounds; Miscue analysis; Morphophonological errors; Norm-referenced tests; Percentiles; Phonetic errors; ‘Phoenician’ spelling style; Phonological errors; Raw scores; Schwa vowels; SEN Tribunals; Spelling age; Spelling quotients; Standard age score (SAS); Standard deviation scores; Standardised scores; Standardised spelling tests; Stanines; Statement; Chapter 10 Are Spelling Rules Necessary and Helpful?; Keywords; Alveolar sounds; Borrowed words; Clymer’s list of phonic generalisations; Core spelling rules; Derivation; Dolch’s sight words; Labial sounds; Lexicographers; Loanwords; Major spelling rules; Minor spelling rules; National Literacy Strategy (NLS); Organs of speech; Palatal sounds; Spelling conventions; Spelling generalisations; Spelling rules; Stanford spelling study; Thorndike and Lorge’s word list; Chapter 11 How Affixes Provide Signposts and Enhancement of Skills; Keywords; Affixes; Analytic phonics; Antonyms; Borrowed words; Comparative forms of adjectives; Euphony; Etymology; Grapheme; High-frequency word; Morpheme; Morphology; Phoneme; Prefixes; Root words; Spelling pronunciation; Suffixes; Synthetic phonics; Word class; Word webs; Chapter 12 Using Segmentation as the Backbone of Literacy; Keywords; Accent; Analogy; Assimilations; Blends; Breve; Consonants; Consonant digraphs; Diacritical marks; Digraphs; Diphthongs; Letter strings; Macron; Monosyllable; Onset; Polysyllable; Rime; Split vowel digraphs; Syllable; Syllable division line; Trigraphs; Vowel; Vowel digraphs; Chapter 13 A Roadmap for Short Cuts Through the Spelling Jungle; Keywords; Contractions; ‘Greengrocer’s apostrophe’; Homographs; Homophones; Homonyms; Inflected forms; Mnemonics; Plurals; Semantic cues; Silent letters; Spelling pronunciation; ‘Spellofax’; Chapter 14 How Information and Communications Technology (ICT) has Revolutionised Living and Learning for those with Dyslexia; Keywords; Information and Communications Technology (ICT); Interactive whiteboard; Internet; Multimedia software; QWERTY keyboard; Speech recognition and screen-readers (SRS); Text messaging;

Editorial Reviews

'Wide-ranging and interesting chapters, packed full of information from research.' - Dyslexia Review. The Journal of the Dyslexia Guild

'Clever hints and summaries...helps the reader to understand the importance of learning styles and error analysis, giving you the confidence in tackling phonics and assessing progress.' - The Teacher. National Union of Teachers (NUT)

From the Publisher