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10 Top Tricks to Help Your Dyslexic Child Spell

April 24, 2017

 If you are the parent of a child with Dyslexia, chances are you’ve probably witnessed time and again the struggle of learning spellings; even the most common of words can be really difficult for them to remember.  Dyslexic children have a harder time learning the common high frequency words (HFW – these are the common sight words that they will come across frequently in reading and writing), especially those that are the exception to spelling rules. These can be such a problem to them.  By remembering that children with dyslexia learn differently, we can help by teaching them differently.



1) Break it down, down, down…

Look at the spelling of words by breaking them down into really small details.  When you are teaching a dyslexic child a new word, read it aloud and get them to repeat it.  Look at each letter in the word.


 Ask your child to point out the vowels they see.  What is the first letter of the word?  What is at the end?  Which letters are in the middle?  If we help the child to look in this detail, we help them to process it and internalise it with more success.





2) Little and Often

Introduce one or two words at a time to your child. One a day is a good rate, but no more than 10 at a time.  Look at them in detail.  When you are confident they know a word, introduce a new one.  This will make sure they are not overwhelmed and will give them a better chance to succeed.


3) Mnemonics – memory tricks

You’ve probably heard of some little memory aids used to help  with spellings. For example, look at the word ‘because’ -  big elephants can’t always use small exits. It also has the word use at the end, as well as within the silly saying.  Remember when we discussed small details?!


4) Seek out sensory spelling

Dyslexic children learn better through a multi-sensory approach.  Use the senses to help them.  Write the word in a tray or box of sand/ sugar/ salt.  Write the word in the air with their finger.  Roll it out in playdough.  Get them to ‘write’ the letters with their finger on your back.  Get them to say the letters in the word as they write it.  


5) Throw some shapes