[SENco-forum] Special Needs, Islington

fone/phone seems logical but why not fOn - like using uppercase C/see

Well he can still be a visual rather than auditory learner so whole words
may stick more easily.  Input onset/rime rhyming families for blends
(chip/ship) with funny stories that you make up for him (later do end
blends).  He should, all being well, soak up the irregular words visually if
that is his preferred style.

Play 'I hear with my little ear something beginning with 'br''.  You can
also make a picture scrapbook a, b, bl,  br, c, ch, cl etc if you want him
to learn to be aware of the initial blends.  It gives a firm foundation in a
fun way with all that cutting, gluing & sticking anyway.

Sadly my likely APD daughter also knew all letters sounds, could blend and
had good manipulation skills hot/cot/cot/cat/cat/can etc, and could play
visual memory games for England.  I did not realise that she could not do
them at teh same level with a auditory list, as she had no problem
retrieving and spelling words orally.  However she read 4 years in advance
of her age and spelt (on paper) 4 years behind.  More telling was that if
one told a joke she would wait 5 mins and then laugh, or always take part in
a conversation often sharing something that someone else had said.  It was
as if you could see the cogs going round, but she had a very high IQ.
Sharon T

-----Original Message-----
From: Jean Hutchins [mailto:jeanhutchins2000 at yahoo.co.uk]
Sent: 18 October 2006 21:16
To: SEN at tringham.net
Subject: Re: [SENco-forum] Special Needs, Islington

On 10:40 SEN at tringham.net wrote:
> fone/phone seems logical but why not  fOn - like using uppercase C/see
> U/you  L8er/ Later

f for ph is acsepted by evrywun who is in favor of spelling reform
(and eeven then thare is disagreement about wether to dubble f in graffic
etc.)
Verry little else is agreed. Evrywun has his or her own pet scheem.
Yes, caps, or rather small caps, hav been sujjested.

> PS Thanks for the NASEN reminder.  I have not been yet but my friends
> say
> that it and the £10 seminars are great.

It is excellent. How can there still be literacy difficulties
when there are so many super resources?

I managed or helped at a BDA stand for many years.
No BDA stand recently, so I go mainly to see old frends (sic).
This year to look for reading books for my non-dyslexic grandson.
I foolishly gave away all my books when I gave up teaching.

Dom, aged 3.5 years is fascinating compared with my former pupils.
He knows the sounds, can blend them when we say them,
can tell me the letter sounds to rite for words,
(so I am quite confident he is not APD!)
but is not keen on looking at words and saying the sounds
to blend them. However, how can he know which words
will work by blending? And even less keen on writing.
He is not picking up sight words as easily
as his mother did at the same age.
I am not worried. It will come.
No dyslexia in the family.
I just got into it thru teaching.
I discovered dyslexia in 1975.

Jean
-----------------------------------------
Jean Hutchins, SE Surrey DA.
RSA Dip SpLD, AMBDA, retired.
E-mail: JeanHutchins2000 at yahoo.co.uk
British Dyslexia Association Web: www.bdadyslexia.org
(Also into spelling reform www.spellingsociety.org)
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