Spelling can be a challenging area for children with dyslexia. Dyslexic learners often struggle with recognizing patterns in words, remembering spellings, and connecting sounds to letters. However, by understanding and applying a few simplified spelling rules, we can support dyslexic learners in gaining more confidence with their writing.
In this article, we will explore some key spelling rules and helpful tips, such as common patterns like “i before e,” exceptions, and mnemonic devices. These strategies aim to make spelling easier and more accessible for dyslexic learners.
- The “I Before E” Rule:
One of the most common spelling rules that helps dyslexic learners is the “i before e” rule.
What is the Rule?
- When spelling a word with the “ee” sound, the letter “i” usually comes before “e.”
- For example: believe, grief, piece.
Exceptions to the Rule:
There are, of course, exceptions to this rule. One of the most known exceptions is:
- “I before e, except after c.”
For example: receive, ceiling, deceive.
It’s important for dyslexic learners to understand that while the rule works in many cases, there are exceptions. Encouraging them to recognize these exceptions early can reduce frustration.
Mnemonic for “I Before E”
Use the following rhyme to help learners remember the rule:
“I before E, except after C, or when sounded like ‘a’ as in neighbor and weigh.”
This simple rhyme can help learners recall the rule and its exceptions.
- Double Consonants:
When adding suffixes (like -ed, -ing) to words, some words require the doubling of the final consonant. This can be confusing, but with practice, children can learn when to double the consonant.
The Rule:
- Double the final consonant if the word has one syllable and ends with a single vowel + consonant.
- For example: get → getting, run → running.
- Do not double the consonant if the word has more than one syllable or ends with two vowels.
- For example: open → opening (no double “p”), visit → visiting (no double “t”).
Mnemonic for Double Consonants:
Use the phrase “one syllable, one vowel, one consonant” to remind learners when to double the last consonant.
- Silent Letters:
Silent letters can be confusing, especially when they don’t follow logical patterns. However, understanding common silent letters can help dyslexic learners reduce confusion.
Examples of Common Silent Letters:
- Silent “e” at the end of a word (helps make the vowel long): cake, bike, hope.
- Silent “k” before “n”: knee, knight, knife.
Tip:
When learning to spell words with silent letters, encourage children to focus on the sound they hear rather than how the word looks. A good practice is to have them read the word aloud and then write it based on its sound.
- Vowel Teams (Digraphs and Diphthongs):
Vowel teams are combinations of vowels that work together to make one sound. Understanding common vowel teams can help dyslexic learners predict how words are spelled.
Common Vowel Teams:
- Digraphs (two vowels making one sound): ea (read), oo (moon), ai (rain).
- Diphthongs (two vowels that glide from one sound to another): ou (cloud), oi (coin), ow (how).
Helpful Tip:
Provide practice with vowel teams through flashcards and word games. This helps reinforce sound-letter correspondence and builds familiarity with common vowel combinations.
- The “Y” Rule:
The letter “y” can act as both a consonant and a vowel, which can confuse dyslexic learners.
The Rule:
- When “y” comes at the end of a word, it often makes the sound of a long vowel. For example: baby (long “e” sound), sky (long “i” sound).
- In some cases, “y” can be part of a vowel team. For example: day, play.
Mnemonic for “Y” Sound:
“Y at the end of a word says ‘e’ or ‘i,’ like in sky or baby.”
- Suffixes and Prefixes:
Suffixes (endings) and prefixes (beginning) often follow their own set of spelling rules. It’s helpful to teach dyslexic learners how to recognize these prefixes and suffixes and apply them correctly.
Common Suffixes Rules:
- When adding -ing to a word that ends in a silent “e,” drop the “e.” For example: make → making, write → writing.
- When adding -ed to words, if the word ends with a consonant and a vowel, double the last consonant. For example: hop → hopped, nod → nodded
- Mnemonics and Visuals:
Mnemonics are a great way to help dyslexic learners remember complex spelling rules and exceptions. Here are some examples:
- “Father And Mother, I Love You” to remember how to spell “Family.”
- “When two vowels go walking, the first one does the talking” (this helps with many long vowel sounds like “ai” in rain).
Visual aids, such as color-coded letters or images representing different sounds, also help reinforce rules.
Conclusion:
While spelling can be a challenging skill for dyslexic learners, breaking down the process into manageable steps can make a significant difference. By teaching common patterns, exceptions, and mnemonic devices, we can help children develop stronger spelling skills and build confidence in their writing.
Encourage consistent practice with spelling rules and provide plenty of visual aids, games, and repetition. With time and support, dyslexic learners can overcome spelling challenges and develop lasting literacy skills.
