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jmom's Message:

My son had this same problem and one day I decided he was going to spell. I told him the word with a sentence and asked him to spell it. He really did not like to right things down if they were wrong and he could not sound words out so I told him when you are done righting the word down read it. now he does well at spelling but he doesn't really call it spelling. It's some weird spellreading or something like that.

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Discussion Review (newest messages first)
jmom 04-04-2012 08:11 PM

My son had this same problem and one day I decided he was going to spell. I told him the word with a sentence and asked him to spell it. He really did not like to right things down if they were wrong and he could not sound words out so I told him when you are done righting the word down read it. now he does well at spelling but he doesn't really call it spelling. It's some weird spellreading or something like that.

Nahed 03-23-2012 01:10 PM

first you have your son learn not less than one thousand words ,then collect all words that begin with a favorite letter then try another letter till you finished all the Alphabet .I will ask God helping you

Alyssa C. 12-15-2011 05:29 PM

Hi, I'm a fifth grader and I go to Cambell Hill Elementary in Washington. Your name seems very familiar and I was wondering if you work there. I haven't read anything just your name. Please write back!!

Yours Truly,

Alyssa Celaya

2101 SW Sunset Blvd apt. G402
Renton WA 98057

Alyssa C. 12-15-2011 05:21 PM

Hi, I am a student from Cambell Hill Elementary. I was just wondering if you work there? Well, do you? P.S. I'm a fifth grader!!

GreatGrin 08-29-2011 08:20 AM

There is nothing better than hearing a personal perspective, so thank you for sharing your experiences with me.
I love the idea you shared about they rhyming sentences. We are integrating typing now more than ever, so I appreciate your feedback on that as well.


amal5 08-27-2011 02:48 PM

the reason I'm writing this is I'm in the spectrum
English is not my mother language
even though i struggling with spelling in both languages
but in English it is worst way worst and i was looking for a solution in the Internet
and found this
i will tell you about my experience
the thing i really found helpful is typing words
let him use the computer to spell and write it until he gets it
some how people in the spectrum can learn from typing
finally use flash cards
and give him sentences that rhyme
like this (while the white whale ate the whole wheat)
(the who how hole him her here )
(the boy habit is to hit hate with heat)
also similar latter are hard like u,y p,b and c,s
so he can tell the different cause we get confuse with similar word
i hope i helped even for little bit sorry for the grammatical errors

helpinghand 02-19-2008 09:45 AM

you said he picks up on sound. show him a piano. play a key and tell him the name of a letter. do it til him knows the letters of the word. then play the keys that corispond to the letters. that should help ur delema

rosebudbaby19 01-30-2008 06:51 PM

GreatGrin, you are the one who needs their heart blessed! Have you given him headphones or ear plugs to use while he works? I've had good success with some of my kids. As far as spelling goes, you might want to look into the "Handwriting Without Tears" program. If he is sensitive to touching certain textures, you could leave some parts out. It has a 2nd grade book, and he would be practicing the words all week. Try e-Bay first, before buying from the, because unless you teach in a "magical" system where the materials are bought for you, it can get expensive. I use letter tiles, wordbox puzzles for each word(you could put some letters in to guide him, felt self-stick letters,letting a child type their words, etc. Could it be that he can't orally spell, but could write them correctly? Let me know what you've found that works!!

Danyelle 12-13-2007 03:07 PM

Here are some things I've had some success with in my room: try giving him the letter cards and have him build the word before he writes it. The oral presentation of the word may be difficult due to an auditory processing component. To make the task more visual you can give him pictures of the words with dashes underneath to signify each sound/letter. I've also used a program called Phonographics to teach letter sound correlation and spelling. The students build words, the cards are sound cards, so more than 1 letter can be on a card. For example she Would be two cards sh e. You also teach the children to map the words. When you introduce the words you have them underline the sounds in the word. Later you can give them the lines as cues. A combination of letters that make a sound would have a longer line to cue them. Example,(she __ _).

kindermom 11-10-2007 11:47 AM

I agree- Teach him to use spell check- everyone does!

Deb2 10-20-2007 09:47 AM

Since this child is so auditorally tuned in, try this: Let him use a tape recorder to tape himself spelling the words. Say the word, spell it, say the word again. Rat, r-a-t, rat. Let him use his spelling list--one that has been typed and is legible, not his handwritten version. Then let him practice his words using the list while listening to the tape he made.

Later in the week (when you feel he is ready), have him use the tape to practice the words, having him write the words on paper as he listens to them being spelled.

This should help.

GreatGrin 10-16-2007 06:58 PM

I agree..where does this fall on the important scale? I have considered eliminating spelling assessments...but I will still continue to expose him to the skills of spelling whether he use phonics or kid spelling or whatever comes out. I dont think my expectations are too high...I do like the question you asked as to whether or not he would know if a word is correct or not. You might be on to something.
I wrote the post wondering if someone out there would have a good idea for me. I got some good ideas. Thanks to those that posted.

SPEDTCHR514 10-16-2007 03:59 PM

WHO CARES if he can spell?? There are gen ed kids who can't spell worth a lick. Can he use a dictionary? Does he know when a word is incorrect? If so, who cares? Why make the child suffer on a task that is so unimportant in the greater scheme of his education. Don't Sweat The Small Stuff. I teach an ASD class of K-2 graders and if I have kids who can't spell, OH well, they use tiles, wikki sticks, computer games, etc, to practice using the words, and I know they can read WHO CARES if they can spllell thyir wrds?????

veronicaj 10-15-2007 10:06 AM

I just wanted to tag onto Ravens post. I tried a picture approach where we made 2 sided flash cards. One side had the picture and the word. The other side had the picture and blanks for the letters. When laminated these can be re-used if written on with a vis a vis or dry erase pen. I used this approach with words from Spelling Mastery A -- and it really helped. Of course not all words lend themselves to pictures.

Ravens 10-14-2007 03:46 AM

Good morning! I have a question...what type of words is he studying? Are they patterns, basal list...? I have had a huge success with patterns and pictures to match - Word Study Program by Ganske or Words Their Way. We study 10 words all week with two diff. patterns (obviously you would use one pattern) and there are pics to match. We play games, sort, etc. My students LOVE it. For their spelling test on Friday we show the pic and let the student answer orally or on paper...sometimes in shaving cream . Then to build their confidence we grade the feature pattern and the whole word spelling. This gives us two grades for reports and the student almost always gets a 100 on the pattern. It makes them excited to see that they are making progress and eager to move on to the next weeks list.

I hope this makes sense and helps a bit. Have a great week!

ritateach 10-13-2007 12:46 PM

I have a child that has not officially been diagnosed Autistic but he has all the classic characteristics. He is 4 years old and up to lately has had no verbal skills. I use a lot of music in my room and he suddenly started singing all of the songs. This has stimulated him to repeat words that we say to him and now he is actually telling us yes or no when we ask certain questions of him. He also says "Bye-Bye" when it's time to go home.

Maybe if you put his spelling words to music as another tangible area. The rhythm may help him remember the letters?

Just a thought.


Lottalove 10-13-2007 03:30 AM

I have a boy EXACTLY as you describe--last year in 1st-read at a 4th-6th grade level. If it was about weather (his area of obsessive interest) could probably read high school level stuff. This week though, during timed math drills, where he is normally okay--HE WROTE LETTERS for the answers!

His reading comprehension is impossible to gauge--he reads the story, can effectively retell, correctly answers the questions orally but then goes ape-crazy when trying to put the answers on paper.
He will write silly, weird, crazy stuff down. If it is MC, he will choose anything willy-nilly. If you try to talk him through the questions, he will again answer correctly orally and then do whatever he wants on the paper.

In my case though, he has a parapro and we have started trying to keep two sets of papers going--one he writes on and one she does as a scribe of sorts. The classroom teacher, para and I will then try to use the two together to come up with what he knows.

BTW, you may be luckier than I, when this little guy gets overstimulated, especially auditory stim, he grabs both ears and goes off like a siren--he also will flap his elbows and jump up to walk in very small, tight circles the whole time. Ain't it grand???

GreatGrin 10-12-2007 07:39 PM

I have a 2nd grade student with Autism-high functioning. He does have a lot of sensory issues..bless his heart, he hears every little thing and has the hardest time filtering out noises like phones ringing down the hall, vents blowing air, toilets flushing down the all, computers humming, conversations in the is unbelievable what he picks up.
Anyway, his biggest challenge is spelling. This kid can read any sight word you put in front of him, but if you ask him to spell it the challenge begins. I have tried movement while spelling, writing it, saying it, hearing it, feeling it...I have tried multiple choice but it is too easy because he can read so well. If I give him the word to spell orally it is too hard. Now we are trying a hangman type spelling..where we only give him a few letters of the word and he fills in the blank. He only has 5 words each week. Today he only got one right on his test, and we practiced them all week!
Any ideas????

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