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This article really oversimplifies the spelling problem that dyslexic students have. 1)The switching of letters (b for d or wnet for went) is not based on poor phonemic skills. There needs to be specific instruction in symbol memory. See Meeker and Meeker, Structure of Intellect for this kind of training.2)When a student does have poor phonemic skills, this is compounded by the fact that the same sound can be presented many different ways is English. The vowel combination "ei" may be a long e, a long i or an long a.Also the "sh" sound is also made by ci, si and ti. If you consider all of these different ways to spell the same sound as "predictable" I can see why this article underestimates how difficult spelling is for dyslexic students. There is a great difference between knowing how to pronounce a word and remembering how to spell it.3) When working with high school age dyslexic students, explaining why "ch" can be "ch" (Old french origin) or "k" (Greek origin), may help, but adds a lot to learn. Origins still do not explain many of the spelling irregularities. 4) Most of the time when I work with high school age dyslexics we concentrate on sounding out words by syllable so the student can type the phonetic spelling of a word into a spell check program and get the word he/she is looking for. One student with an excellent vocabulary showed me how she typed in synonyms to find words that she understood, but could not spell. Still the time consumed in editing is much longer for the dyslexic students, and often teachers do not see their ideas because of poor handwriting and spelling. The teachers who equate those two things with intelligence need to be re-educated.

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