[senco-forum] multi tasking

For direct teaching of spelling when writing - Dictations - starting at a
level they can cope with and gradually building up.  Use text to speech for
the severely affected so they get immediate and non judgemental feedback of
their work (which is one of the principles employed in Acceleread
Accelewrite).  

Meanwhile, and in parallel, they should be allowed to write content without
over-emphasis on spelling, as that may inhibit what they write - students
can restrict content to what they can spell, with dire consequences to the
quality of the work.

Each sub skill needed should be taught and practised to automaticity
separately.  So letter formation happens away from spelling away from story
writing etc.  As skills improve, achievable targets, made explicit to the
student and on display for their reference, can be set at incrementally
higher levels of work that incorporate skills learned separately.  If that
makes sense.

Philippa

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Phil
Sent: 22 June 2006 18:12
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] multi tasking

Many dyslexic kids I see can spell words in isolation but when it comes to
writing a narrative, thinking about what they want to say, which way the
letters go, and spelling, it all falls apart. .and then they get in trouble
for 'careless errors'. Just wondered what the solution was!  Developing
their editing skills perhaps but they find that so boring! Any bright ideas?

Thanks

Fiona

-- 
No virus found in this incoming message.
Checked by AVG Free Edition.
Version: 7.1.394 / Virus Database: 268.9.2/372 - Release Date: 21/06/2006

-- 
No virus found in this outgoing message.
Checked by AVG Free Edition.
Version: 7.1.394 / Virus Database: 268.9.2/372 - Release Date: 21/06/2006