![]() Once the student writes the word correctly, I say, “That’s exactly right! Perfect!” Then we move on. Just put a line through that one, and spell it this way.” I spell the word aloud, and write it if needed. If the student spells the word correctly I acknowledge it “That’s right! Nice job!” If incorrect, I say, “Good try, but the dictionary spelling is a little different. These papers serve for learning, not grading. I give students whiteboards or scratch paper and markers and encourage them to write large and be creative. Instead, I read the word, use it in a funny sentence, then let the student try to spell it. I don’t bore students with spelling rules unless the student asks. For example, Level 3 book includes rain, train, strain, restrain, and restraints. I often hear students laughing out loud during spelling! When students are happily learning, you can bet you are teaching to their strengths! How Sequential Spelling Worksĭaily word lists follow a pattern. Although tests are provided for those who want to record progress, the curriculum works best, in my opinion, without the tests. He wisely structured it to be stress-free. He based this on the dyslexic strength of pattern recognition. Happily, an extremely dyslexic educator and author, Don McCabe, used his own frustrating experience with spelling to write a program for developing spelling sense. Teaching spelling using phonemic awareness means using the weakest tool in the box that’s frustrating and inefficient. Phonemic awareness is an area of weakness for dyslexics, even after years of intensive, multi-sensory phonics training. Students who can recite over 200 rules of phonetic spelling, still can not apply those rules with ease! The reason is simple. Reading lots of books simply does not translate into good spelling. After learning to read fast with high comprehension, they remain terrible at spelling. Many students with dyslexia who do phonemic awareness training such as Orton-Gillingham, later come to me to achieve higher fluency and reading speed. ![]() I use it both one-on-one and in a classroom. It’s one of the items I demo and recommend most often at workshops for teachers and parents. In fact, I keep multiple copies of all seven levels. I’ve used mountains of curriculum over 30 years and pitched most of it. I’m reviewing the series because I tutor dyslexic students. First, let me say that I am not connected to Sequential Spelling publisher, AVKO, or to the author, Don McCabe. ![]()
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