The approach to teaching spelling to your dyslexic child is actually pretty straightforward once you learn what to do. Develop phonemic awareness Mnemonics: ”A silly sentence might successfully get a student to spell a word, but the process obscures characteristics of the word that would enable a student to spell a great deal more”

Try your best to always involve visual aspects in lessons so they can put more context to the words they are seeing and hearing. http://www.sounds-write.co.uk/online Vocabulary and Spelling course (with hardcopy manual) for whole-class teaching throughout KS2 (years 3-6) This course builds on KS1 linguistic phonics. It includes morphology, etymology and multi-syllable word building and is open to teachers who have completed S-W’s KS1 course KS2. Parents: What should you do if your child brings home illogical or overwhelming spelling lists?These spelling worksheets build on each other. So the CVCe words will not include any digraphs or consonant blends. This is one of the two critical multisensory parts to these dyslexia spelling worksheets. Tap the sounds So it’s a structured way to connect phonemic awareness to writing the letters that spell the sounds. These dyslexia spelling worksheets are also multisensory because your child will: Once you feel like your child can segment or break apart a word into individual sounds, you can teach your child how to connect the sounds to letters. Saying there are developmental stages in spelling is a bit like saying there are developmental stages in learning to cook, fix a car or program a computer”

This Coloured Overlay Reminder poster is another handy resource for teaching children with dyslexia. How can word mats support dyslexic children to read? Avoid highlighting too many errors. Draw attention to one of each type and work with your child to find and correct any similar errors. Don’tteach spelling rules. English spellings don’t obey rules but are context-sensitive and probabilistic. ”That is, it matters what a particular spelling sits next to in a particular word”(D. McGuinness. Allographs).Teach the GPCs in the context of real words. Comparing the alternative spellings in the context of real words increases the brain’s ability to analyse the spelling probabilities, aiding memory. It’s commonly assumed that learning to spell follows biologically-determineddevelopmental stages e.g. Gentry. However, writing (spelling) is a recent human invention, not part of our biologically-based primary development and therefore cannot be properly acquired except through teaching. Aside from a tiny percentage (2%?) of children with very special needs, the reason why kids struggle with getting stuff down on paper is that the process of linking soundsto spellingshasnot beenautomatisedin the early years and that’s the fault of poor pedagogy”

Use cut out or magnetic letters to build words together, then mix up the letters and rebuild the word together https://www.phonicbooks.co.uk/advice-and-resources/advice-and-resources-for-teachers/learning-to-spell-with-phonics/ Dyslexia is a learning difference which causes problems with children's ability to read, write and spell. If your child can not break apart the words, they will not be able to spell the sounds. This is what I first noticed with my daughter prior to her dyslexia diagnosis.