| Is your child struggling with spelling? Are there | | | | representing the rest of the phonemes be presented |
| problems reading new words? Does writing seem to | | | | (i.e. /sh/ and /ch/). |
| be next to impossible? Here's how to break the code | | | | Pronunciation is important. In the English language, |
| - literally. | | | | spelling a word phonetically will often be correct or at |
| Alphabets are symbolic representations of the sounds | | | | least close enough for a reader to determine the |
| in a language. Over history many attempts have | | | | intended word. Phonetic spelling requires clear |
| been made in various countries, at various times, to | | | | pronunciation and a firm grip on the basic alphabetic |
| make symbols that represented whole words. It | | | | code. Many of us are sloppy in our pronunciation and |
| didn't work. Interestingly, each time these systems | | | | this adds to the confusion of a beginning speller. Say |
| reached around 2,000 word symbols the attempt | | | | the word slowly and clearly. Have your child say the |
| was abandoned as too cumbersome. All languages | | | | word back to you so you can be sure they are using |
| have a much smaller set of sounds (called phonemes) | | | | the correct sounds. Then have them associate each |
| than words. Successful alphabets have a symbol | | | | sound with a letter or letter combination, as |
| which corresponds to a distinct sound. These 'rules of | | | | appropriate. |
| sound' make the task of learning how to decode the | | | | How to study spelling. When children are studying |
| symbols into the language easier. So why is English so | | | | their vocabulary lists for their spelling lessons, have |
| difficult to spell? And why do people have difficulty | | | | them follow the process described here.a. Look at |
| reading and writing English? | | | | the word closely. Create a mind image of the word. |
| Part of the problem arises because English is a living | | | | The brain retains the image and will match it to what |
| language which adopts words from other languages. | | | | one writes down later. If it does not look right, it |
| In the process of bringing in new words (called | | | | probably is not. This also means it is important to see |
| transliteration), the 'rules of sound' are applied. Other | | | | the word spelled correctly. If your child spells the |
| languages use sounds which do not occur in English. | | | | word incorrectly, make sure he sees the word's |
| So the transliteration must use a combination of | | | | correct spelling several times. As in any learning |
| symbols created to represent English sounds to | | | | process, repetition is helpful.b. Think about the word. |
| approximate the sounds of the other language. This | | | | If the word has syllables, examine each one carefully. |
| results in unusual and non-phonetic spellings. | | | | Are the syllables spelled the way they sound? If not, |
| Additionally, much of the difficulty comes from the | | | | what is different?c. Cover the word. No peeking!d. |
| ways reading, spelling, and writing are taught. Many | | | | Write the word on another piece of paper. Does it |
| parents (and teachers) do not know how to teach a | | | | look right? Are all the syllables there?e. Check the |
| young child how to decode (read) and encode (write) | | | | spelling against the original. Are there any differences? |
| the alphabet. Here are some insights, tips, and | | | | If so, what is the correct letter sequence? |
| resources which will help. | | | | Latin, anyone? It is worth the effort to learn Latin |
| Hear first, see later. Children are born with the ability | | | | and Greek roots, prefixes, and suffixes since these |
| to distinguish between fine variations of sound. | | | | two languages are the primary foreign language |
| Listening to the speakers around them is essential for | | | | contributors to the huge English vocabulary of roughly |
| developing their ability to understand the language | | | | one million words. |
| being spoken. These first insights into language all | | | | Resources. Learning the spelling rules will help |
| come from sound - not sight. As the brain continues | | | | tremendously in using the alphabet. Here are three |
| to develop and more of its parts are, literally, wired | | | | resources which can help you and your child. The |
| up, the capability for understanding abstract concepts | | | | "Spelling It Right" website is full of advice and |
| begins to emerge. At around the age of four and a | | | | exercises. The Scripps National Spelling Bee website |
| half, the child's brain is ready to start connecting the | | | | has study tips, a "Dictionary of Prefixes, Suffixes, |
| sounds it has been processing to the symbols we | | | | and Combining Forms", and more. The Pilinut Press |
| use to read and write. Teaching needs to go from | | | | website offers articles, a chart of the basic alphabet |
| the known to the unknown. So, in the case of | | | | code, and worksheets to improve spelling and other |
| learning the alphabet, the need is to go from the | | | | reading-related skills. |
| sound to the symbolic representation we call a letter. | | | | Your child can learn to read, spell, and write. You can |
| Make the sound, and then show the letter. Only after | | | | help. Follow the tips above to give your child a solid |
| the child knows the basic sounds associated with | | | | foundation of literacy skills. Happy code breaking! |
| each letter should the letter combinations | | | | |