Sarah Lynn
A Multisensory Approach to Spelling
Spelling sight words in English is a challenge for us all, but it’s a particular challenge for our low-level literacy students. I learned this multisensory approach from a colleague with a background in special education.
Sound: I say the word aloud and students repeat it. Then I ask questions about the sound of the word. For example:
- How many syllables does the word have? What are they?
- Which syllable is longer and louder? (Where is the stress?)
Print: I write the word in large letters on the board as each student writes the word in large letters on a blank page. …
I say the word. I ask students:
- Do you hear all the letters? Which letters are silent?
Movement: I trace the shape of each letter in the word with my index finger as I say the letter’s name. Students repeat with me several times.
Then students cover the word and “write” the word out on their desktops with their index finger.
Visualization: Students close their eyes and look at the word in their mind’s eye. I ask:
- How many letters does the word have?
- What is the first letter?
- What is the last letter?
- How many vowels does the letter have?
Writing: Students open their eyes and write the word on their paper.
Review: At the end of class I do a quick dictation of the sight words we practiced.
What do you do to help students improve their spelling? Add your ideas to my blog: http://teachertwoteacher.wordpress.com
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