Most children with dyslexia have a weakness with their phonological processing and verbal short-term memory. This means that they find it hard to process the small sounds in words (phonemes) and break words into smaller parts in order to spell them. Spelling requires full and complete letter-sound mappings, whereas reading, especially at prose level, can often be achieved with partial letter-sound representations. The English language is particularly challenging as many words have irregular spelling patterns, that do not follow the phonic rules that children are taught in the early years.

Multi-sensory learning enables children (and adults) to learn in a more memorable way. Repetition is also key when learning spellings; they should be revisited over several days, in short chunks of fun activities. Here are 10 activities to support spellings at home:

·       Teach tricky words through using mnemonics e.g. ‘Said’- Small ants in danger. Use pictures and images to go with the spellings to support your child’s memory.

·       Use different coloured pens, paint sticks or window markers. Chalk window markers are especially effective and they are wiped off the window very easily!

·       Magnetic letters- these can be used on the fridge.

·       Play games such as bingo or 3-in-a-row, writing out their spellings on the grid as you play.

·       Use post-it notes (with letters written on) stuck to the wall and a fly swatter. Ask your child to swat the letters in the correct order in the words they are spelling.

·       Use Play-Doh and pipe cleaners to spell out the words.

·       Find small words in bigger words (e.g. ‘hen’ in is ‘when’)

·       Use a highlighter to highlight the tricky parts of words.

·       Use their finger to write words in shaving foam, flour or sand.

·       Clap the syllable in words and practise writing one syllable at a time.

Having an assessment will help you, your child and your child’s school to understand the specific difficulties they may have with their spellings and the reasons why, as well as specific recommendations, including examination access arrangements (where appropriate).