This document provides information and resources for developing an individualized spelling program for ESOL learners with erratic spelling. It recommends assessing students' processing strengths and weaknesses through tests of auditory memory, reading miscues, phonological processing, and visual stress. The program should use multisensory techniques including computer programs, rhythm, color, movement, word families, and daily practice. Progress should be checked weekly through dictation. A variety of resources are listed for additional support.

1. Erratic Spelling and the ESOL Learner
Liz Shapiro

2. Erratic Speller and ESOL
Your aim
• My Aim… Individualised Spelling
Program
Brain Gym®
Who?
Memory Techniques !! !!
Assessments
Personal History –
Tests
Starting Point…..
Detective work
? ???
Processing Strengths/Weaknesses
Audio Visual Motor L1
Individualised Spelling Program
Look Say Cover Write Check
ACTION !

3. Erratic spelling and ESOL Learner ETAI 2010 Liz Shapiro
Strengths/Weaknesses
Technology Audio Visual Motor L1
How to support?
Computer Chun king Chun king Cursive writing Awareness
Processor Rhythm Colour Touch typing Meaning
Rhyme Pattern Wall writing
Stress Plastic Rug writing
Letters
Song Clay Brain Gym®
Plastic letters
Clay
Feel
Word Building /Word families
Individualised Spelling Program
Look Say Cover Write Check
(Max.10 words per week
Look say cover write check new words every
day.
At the end of the week,the tutor will use them
in a dictation to
check for student’s automaticity
and previous words will be reviewed.)
ACTION !

4. Assessments
Assessment Purpose of Test Requirements
Spelling Error Analysis To identify spelling Spelling from a
from Dictation errors, i.e. visual, auditory dictation taken from
processing and motor Cynthia Klein selections,
integration problems at appropriate level to
generate at least 26
errors
Free Writing Analysis To identify the learner’s Produce 100 words of
Including Spelling spelling strengths and free writing on a topic
Error Analysis weaknesses in addition to relevant to the
planning, grammar, student.
vocabulary, proof reading
and L1 interference etc
Digit Memory Test To assess short term Repeat sets of digits
auditory memory for forward and then in
sequences reverse
Reading Miscue • To identify strategies Read aloud text from
Analysis used by the learner Cynthia Klein selection
when reading extended of appropriate level to
text produce 20 – 25
miscues
• To check on reading
comprehension and
speed
Perin Spoonerism Task To identify phonological Transpose initial
processing problems sounds of a pair of
relating to segmentation words i.e. forename and
and blending surname
Single word reading To test strengths and Read aloud lists of non-
tests: weaknesses: words, regular,
• Non words • phonological irregular and non-
• Regular long words • auditory phonological words
• Irregular words • visual
Test for Visual Stress To identify visual stress View words through
Syndrome by preferred coloured different coloured
overlay overlay and identify

5. preference
Erratic Spellor and the ESOL learner ETAI 2010 Liz Shapiro
Source of Assessments
Dyslexia Action:
Digit Memory Test, Turner and Ridsdale 2003
The Non Word Decoding Test, Turner 2003
Perin Spoonerism Task, Perin 2001 (revised)
Klein, C. 2003 Diagnosing Dyslexia (2nd edition), The Basic Skills Agency:
Methodology and materials for miscue, spelling error, free writing analysis,
and single word reading tests
Sunderland, Klein, Savinson, Partridge, Dyslexia and the Bilingual Learner
1997:
Dictation text and reading text
Nelson, H.
Regular Long Word Reading Test/ New Adult Reading Test (NART)
Swabey, A. LLLU
Irregular Word Reading Test
Wilkins, A. Prof. at University of Essex
Wilkins Test for Visual Stress Syndrome (Visual Dyslexia)
www.essex.ac.uk/psychology/overlays/
www.ioosales.co.uk

6. BIBLIOGRAPHY
– Erratic Spelling and the ESOL Learner ETAI 2010 Liz Shapiro
Davis, R. D. with Braun, E. M. 1997 The Gift of Dyslexia, Souvenir Press
Dennison, P.E. & G. E. 2010 (USA) Brain Gym Teachers’ Edition, Hearts
at Play, Inc., a division of Edu-Kinesthetics, USA
Klein, C. and Millar, R. 1990 Unscrambling Spelling, Hodder & Stoughton
Klein, C. 1993 Diagnosing Dyslexia, The Basic Skills Agency, London
Krupska, M. and Klein, C. 1995 Demystifying Spelling, LLLU, London
Mortimore, T. 2003 Dyslexia and Learning Style, A Practitioner’s
Handbook, Whurr Publishers Ltd
Peer, L. and Reid, G. 2000 Multilingualism, Literacy and Dyslexia A
Challenge For Educators, David Fulton Publishers
Sassoon, R. and Briem G. S.E. 1993 Teach Yourself Better Handwriting,
Hodder & Stoughton
Spiegel, M. and Sunderland, H. 2006 Teaching Basic Literacy to ESOL
Learners (A Teachers Guide), LLU+, London
Sunderland, H. Savinson, R. Klein, C. and Partridge, T. 1997 Dyslexia
and the Bilingual Learner, London Language and Literacy Unit, London
Hannaford, C. 1995 Smart Moves - Why Learning is Not ALL in Your
Head, Great Ocean
Swan, M. and Smith, B. 1987 Learner English – A Teacher’s Guide to
Interference and Other Problems, Cambridge University Press, UK

7. Erratic Spelling and the ESOL Learner ETAI 2010 Liz Shapiro
Useful Resources
• Davies. A and Ritchie, D. 1998 Thrass Picturechart, Thrass
(UK) Ltd
• Coloured pens/highlighterpens
• Coloured lined paper
• Pen grip
www.drawyourworld.com – handwriting
www.worksheetworks.com - cursive handwriting practice
www.excellence.org.uk – a gateway to learning styles approach;
skills for life; a framework for understanding dyslexia
www.bdadyslexia.org.uk – Supporting writing with ICT: word
processors; talking word processors; spell checkers in word
processors; additional onscreen wordbanks and grids; predictive
programs; typing and keyboard skills; voice or speech recognition
software; portable word processors and writing aids; making web
pages, planning software; handwriting.
www.dyslexia-inst.org.uk
www.crossboweducation.com coloured overlays
www.outsider.co-uk.com
www.learningstyles.co.uk
www.learning-styles-online.com
www.businessballs.com - The National Institute of Adult
Continuing Education
www.dyslexia-inst.org.uk - The Digit Memory Test