New! 2013 Super Spelling
See the spelling camps page for details.
Jun 24 - Jul 16, 2013
509-946-5453 (Audrey) or 509-627-5447 (Linda)
Jun 18 - Jul 17, 2013
New! 2013 Training
Call 605-693-4454 to register
Commerce City, CO
Community Leadership Academy
Jun 10-14, 2013
Jul 8-12, 2013
If you would like to request a seminar in your area, please visit our
seminar request page.
Spelling Dictionaries now available!
Audio Tape/Visual Aid "Overview" and full catalog available FREE upon
Online ordering coming soon!
An EQUAL and OPTIMAL educational opportunity through multi-sensory language arts.
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Do Your Students Need Spelling Skills Beyond the Weekly List?
Individual "Learning Styles" Affect Spelling Performance, as...
- About one-third of students cannot memorize how words look (they are not
visual learners - Samuel T. Orton, neuropathologist)
- Non-visual learners usually cannot correct their own mistakes in spelling even
if they recognize that they have made mistakes.
- Non-visual learners usually cannot tell if a word "looks right."
- Non-auditory learners cannot make words spelled to them verbally with letter
names relate to their own speech (phonemic awareness).
- Non-visual children cannot put words written for them into long term memory
because visual learning isn't their inborn strength.
- Non-visual learners cannot memorize a visual sequence of letters.
- Non-visual learners cannot imagine that the /ph/ phonogram in "elephant" is a variant
of a spelling for /f/ if they have never had specific instruction in this possibility.
- Non-visual learners cannot correct their own spelling without some type of instruction
that does not rely on their visual memory
Multi-sensory instruction plus correct, complete and properly sequenced information
makes correct spelling possible for all learners, as...
- All types of learners (visual, verbal, auditory and kinesthetic)
have EQUAL and OPTIMAL opportunities to learn and then can apply any information
given them when it is taught with multi-sensory techniques (see it, hear
it, say it, write it).
- Basic information about the structure of English spelling can be
taught quickly with fast (4 weeks) "explicit"* phonics by tying the shapes and forms
of 26 letters to the 42 elementary sounds (those which cannot be further
divided) of English speech first graders already know and use in their 4,000 to
24,000 word oral, comprehensible vocabularies as they enter first grade (Chall,
- Spelling can be effectively taught and established in long term
memory using a Socratic multi-sensory and direct dictation process. "The word is
'me'." (teacher uses "me" in a sentence) "What is the first sound you
hear in 'me'?" Children answer "m" and are instructed to write the symbol they've
been taught for that sound. "What is the next sound you hear in 'me'?"
(this time stressing the "e") Children answer "".
"Which "e" will we use?" (By the 3rd week, they've been taught 3 ways to spell "e":
/e/, /ee/, and /ea/ as in beat, breed, beak.) This process prepares them to put their
considerable oral language on paper and it teaches them the way they must think
to spell from the sounds of the words they already comprehend, thus both phonemic
and graphemic awareness are taught just the way they are used for reading, writing
and spelling. Correct spelling "maps" accurately to standard book print
for reading, whereas incorrect spelling places incorrect engrams on the brain using
the strongest modality for learning - writing.
- 47 spelling, plural, syllabication, apostrophe and capitalization rules
are applied and taught with six words per day, along with a simplified diacritical
system. Thirty words are tested by the 6th day, and every day thereafter dropping
the oldest six and adding the newest six daily.
- Words are appropriately used in oral and then written sentences,
which become a beginner's first "in context" reading, as well as "models" for sentence
analysis, punctuation, etc.
- A reference notebook or graphic organizer wall charts are used
to define and illustrate all major concepts; they are used by students
for study, doing homework, informing parents and correcting their own work.
- No workbooks are necessary to teach a program covering
listening, speaking, initial letter formation, complete phonics, spelling, composition,
reading, comprehension, vocabulary development, grammar/syntax, analytical and inferential
thinking, plus cognitive developmental sub-skills in discrimination,
association, attention, memory and closure in four areas of the brain:
auditory, visual, verbal and motor.
*Sound/symbol relationships are taught in isolation (without words, pictures or
letter names. ("Becoming a Nation of Readers, 1985)