Coping with spelling is one of the greatest handicaps a dyslexic person encounters. A dyslexic student may learn to read fairly well, but his/her spelling skills will persist. If the spelling skills are affected, the writing skills will also be affected leading to a double obstacle. Spelling and writing are not addressed in many classrooms, and no national exit tests are given for spelling as they are for reading. Therefore, the skills are often bypassed in the public classroom. While in school and also when public testing is done, such as a driving license test, the test may be given orally. Also, while the student is still part of the school system, he/she will be given oral instructions, accommodations, and task modifications. But on the job site and in business training, no modifications and accommodations are given to the individual because of dyslexia. Thus, spelling and writing continue to be an obstacle for the dyslexic’s student throughout his/her life.
The spelling problems have the same origin as all reading problems. They are based on the language learning process and the learner’s weaknesses in that field.  This creates the problem of reversed “b” and “d”. The person may have extreme capabilities in visual memories but be unable to spell because of language processing skills.
A dyslexic speller does not notice or remember the letters in words. Therefore, there is no recall.  They do not possess the ability to analyze or remember the sounds of letters.
Like all problems, the sooner the problem is discovered, the sooner corrections may begin. If a parent or teacher suspects a child is having unusual difficulties in spelling, a diagnostic spelling test should be given. The test will reveal sounds, syllable patterns, and meanings that the child is missing. Based upon this information, remedial work will be able to begin. The teacher and the parent will be aware of the exact problems. The test will identify the consonants, vowels, and syllables plus the word spelling that the child needs. The Dolch Word List, as well as the list of the most commonly used words in the English language, should be tested as well. Discovered early, learning these words can become a priority in instruction.
Tips for helping the dyslexic child’s spelling:
Take time to explore word structure, origin, and meaning. Tactile approaches may be helpful here – such as writing on sandpaper.  Repeat the word and have the child repeat the word and spell the word many times. This is a memorization skill.
Decode the word. Divide the word into syllables. Mark the vowel sounds. Say the word. Spell the word.
Memorize the basic rules for adding endings to words as well as the rules governing doubling letters. Memorize the rules for changing “y” to “i” and when to drop the silent “e”. Go over these rules on a regular basis.
Teach the older student proof reading skills. Develop the element procedure for proof reading: (1) Read. (2) Read. Correct punctuation. (3) Read. Correct sentence structure. (4) Read. Correct organization. (5) Read. Correct spelling. Of course, these steps may be used in any order as long as none of them are left out.
Spelling for the dyslexic child is not an easy cure. This is a life long problem, however, there are many ways for the child to handle the problem. By discovering the problem early and by beginning early intervention, the problem will be made much easier for the child to learn coping skills

Many children find math a difficult subject to comprehend. If this is the case with your students or kids, present hands-on activities that enable them to manipulate objects that will engage them and make the subject easier to understand. Pretzels are not only a tasty treat, but they can also be used to teach several beginning math concepts to children. When the math lessons are complete, reward kids by allowing them to snack on the treat.

Read more »