Thanks for your input, in advance.From Longman Dictionary of Contemporary English Related topics: Performing repertoire rep‧er‧toire / ˈrepətwɑː $ -pərtwɑːr / (I’m thinking of easing them in with some simple sight words (so they can construct sentences) and some simple CVC/CCVC words so that they have quick early wins because many words they will learn will be easily able to be sounded out, and a few high frequency words (not sure what they’ll be yet). rainbow writing / look cover write say type tools?). I would be grateful if you could provide a suggestion as to how I can support them to learn those words (e.g. After the first semester the list, is chosen by the school around their EFL textbook, but in the first semester I can choose whatever I think is best. The Asian education culture is based around memorisation and rote learning and they need to memorise spelling words. I’m mindful that a lot of practices in education are just done because others do them, and they are not always either best practice or sometimes even good practice. I’m about to introduce my EFL kindergarten day students to spelling. I’ve visited your website several times over the years and love it, thank you. Hope that’s helpful, all the best, Alison My main tip is to do as much writing-while-saying-the-sounds as possible as that seems to be the strongest glue in terms of activities. It also really depends on how much homework they can do, a child with lots of additional needs but a really well-organised family and the habit of doing a little bit of work every day can really surprise us with how much progress they can make, especially if we can find books that they love. I really like the program Sounds Write but find that the start of their Extended Code work has too many spellings at once for many of our clients, many of whom have additional diagnoses and/or poor phonological awareness. Younger kids and kids with very low phonological memory and rapid naming skills, or lower language and/or cognitive skills, or who are having a lot of difficulty with handwriting or articulation, tend to need a slower, gentler introduction to new patterns and more repetition than typical kids. Hi Louise, this is a bit of a vexed question, I think, as it really depends on the learner. Hope that makes sense! All the best, Alison Learning about the sound-letter relationships and also the meaningful word parts, and how these affect a word’s spelling, is all good grist to the remembering-the-spellings mill. I used to be fairly focussed on the phonological level as my clients were mostly real strugglers who weren’t yet dealing with long words, but now I work with a lot more older kids who need to learn about word parts, and am more inclined to tell kids about all the relevant layers. The same for split digraphs like in dispose/disposable, actually linguists would probably say the stem is “dispos” as that’s what doesn’t change, and we signal the vowel sound with an “e” in the base form and drop it before adding vowel suffixes. So in ‘echo’, you could say that the o changes to oe in the suffixed form (which makes sense at a phonological level) or you could say that the o stays the same and the suffix is “es” (which makes more sense at a morphological level). They have a phonological layer and a morphological layer, and these often both appear in the orthographic layer. Hi Amanda, I’ve been trying to grapple with this issue myself, and my best answer to it so far is that words have several layers. “bus-i-ness” ie saying these words the way they are spelt. Then with long words they need to develop a posh “spelling voice” which pronounces words as they are spelt, with stress on every syllable and for irregularly-spelt words, funny pronunciation e.g. I use a lot of sorting and lists, because once you have a good list of words with a shared spelling pattern you can eyeball it and see what kinds of words use that pattern, and where in the word it is used/what other spellings it goes with. They need to learn to habitually stretch out spoken words and listen to their own mouths as they say words, and segment them into sounds, and learn the various ways each sound can be spelt, including the funny/tricky spellings. Hi Patricia, I think the main things to do are be aware of what spellings they know and don’t know, and then systematically work on a sound or spelling pattern at a time, working from short to long words, getting them to say every sound as they write the relevant letter/spelling, so that they have simultaneous sensory feedback from ears and mouth about the sound, and eyes and hand about the letters.
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