Spelling can be challenging for students with learning differences. Reading and spelling are closely related processes and yet despite this connection, the process of spelling is much more difficult than reading. Spelling requires a child to produce a word, whereas reading requires a child to recognise a word. Recognising is much easier on the brain than producing. Here are some ways that you can implement research-based spelling strategies for your students with learning differences.
Not every student in a classroom is going to be at the same spelling level. According to research, students with learning differences benefit from spelling instruction that is taught in a logical order that makes sense to the student. This means that teachers and reading specialists will need to form small, instructional groups based on levels in reading and spelling so that the targeted instruction can be taught during the day to students who have the same instructional levels and needs. Each group will learn and move forward together.
When grouping students together by instructional level, consider the following points:
- Think about the range of instructional levels in the classroom, and whether they share similar needs.
- Factor in the daily schedule and the staff that is available to help provide instruction.
- Consider the size and number of groups within the classroom. Students that have more intensive needs might need to be in a smaller group and get more one-on-one attention.
- Use recent data to group students by instructional level.
- Students with learning differences benefit from systematic phonics starting from the beginning with the alphabetic principles in the initial stages of spelling development and advancing to more complex principles as they progress. Systematic phonics instruction is a method of teaching students how to connect the letters (graphemes) with the sounds (phonemes).
- Lessons are built on previously taught information, from simple working towards complex, with clear, concise student objectives that are driven by ongoing assessment. This spelling strategy helps the student learn the target instruction, practice the spelling concept a lot and then progress to the next rule while constantly reviewing already ‘learned’ spelling rules.
- Systematic Phonics Instruction should include:
- consonants and short vowel sounds
- digraphs and blends
- long vowels and other vowel patterns
- syllable patterns
- base words, roots, prefixes, and suffixes
Research from the International Dyslexia Association has shown that students with learning differences benefit from a structured literacy approach. Structured Literacy consists of structured, systematic, cumulative, and explicit teaching of all components of literacy including reading, writing, spelling, and comprehension. Using a structured literacy approach will give students with learning differences valuable spelling strategies necessary to become strong spellers and readers.
