![STRATEGIES FOR THE MOST COMMON SPELLING MISTAKES: THE SCHWA [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2017/02/Screen-Shot-2019-09-03-at-2.08.42-PM.jpg)
Once you learn how to recognize the 'schwa', you'll start recognizing them everywhere! In linguistics, the schwa sound is represented by an upside-down 'e' and the mouth position is a lot like the 'uh' sound in 'butter'. It contributes to lots of misspellings in...
![[PREMIUM] Tips from a Dyslexic World Memory Champion](https://www.dyslexicadvantage.org/wp-content/uploads/2016/11/shutterstock_266694722-scaled.jpg)
When people say they would like to ‘brain train’ or get smarter for school, they often mean they want to make their brains more efficient – so they learn more, but also work less. One of the most straightforward ways to do this is to boost memory – and for most dyslexic people, the way you train may be more important than how hard or how much. We talk about memory trade-offs a bit in our book, The Dyslexic Advantage, but briefly, in general, dyslexic people of all ages tend to show a preference for personally-experienced memories rather than dry facts that need to be memorized by rote. A trick for memorizing more efficiently is to take the dry stuff and transform it into something […]
![Dyslexia Journal Club – Spelling Strategies – What Does Research Say? [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/07/shutterstock_357545264.jpg)
In a recent paper from Montreal, research tested dyslexic students ages 9-11 to see which spelling strategies were more effective. The most common strategy children use to spell is phonological, whether they are or aren’t dyslexic. The other common strategies children use for spelling are visuol-orthographic, analogy, and backup. The phonological strategy used phoneme-grapheme correspondence. Analogy was based on the use of known words to spell that share orthographic similarities . Visuo-orthographic strategy involved visual and specific properties of words. A backup strategy was defined as using a personal mnemonic device for one specific word. In this research study, students were tested in tests that included spelling to dictation, and written narrative (summary) after being read a story. Spelling words were classified on the basis […]
