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Spelling
Spelling [encoding] is the reverse process of decoding [reading]. It involves taking sounds that are heard in words and wri:ng the le;ers that represent these sounds. There are 26 le;ers but 44 phonemes. To spell, the child should read, apply knowledge
- f phonics, visualize the word, use motor skills to
write. Difficul:es[ may stem from visual memory, auditory memory, discrimina:on and motor skills]
- Is not aware of sound-symbol rela=onship-
chop for shop
- Uses le@er names instead of sounds- e for i
- Omissions- aross for across; Spells with
consonant only- leaves vowels- wht, stm
- Sequencing-was for saw
- Not aware of spelling pa@erns, sight words -
spells phone=cally- doter for daughter
- Confusion with visually similar le@ers- u and v
- Difficulty with le@er forma9on- i looks like e, h
is like n
- Le@er reversals (e.g. d for b as in dog for bog)
- Word reversals (e.g. 9p for pit)
- Le@er inversions (e.g. m for w)
- Le@er transposi=ons (e.g. felt and le=)
- Homophone errors- where for wear
- Knows in isola=on, but breakdown in context