|Rabbittown Learners Program||G u i d e t o W r i t i n g|
2. Teach identification of their own mistakes:
Help the learner identify his/her mistakes and then help find the correct spelling with whatever method works best for the individual. Do not correct their mistakes, but help them correct their work. When the learner finishes writing, help him/her look for misspelled words. Ask the learner to underline these words and look them up in a dictionary or other spelling aid. This should become a regular part of the writing process and will improve his/her spelling skills more rapidly.
Many adults cannot separate spelling from writing. Unfortunately, they cannot spell because they do not write. You can help correct this by encouraging the learner to write first and check spelling later. You can also help the learner with difficulty spelling by saying, "write it as best you can," or "write it the way you think it looks," and then come back to it later. This encourages the learner to take more risks in writing, and not to only write words they can spell.
Teach the learner to recognize word pattern relationships between groups of letters and the sounds they represent. These patterns can include prefixes, suffixes, and root words. Also work on word families such as at, cat and rat or it, sit and bit.
People spell some words in English as they sound and others through memorization. Help the learner get a picture of a word in their mind. This gives a visual image of the word. Flash cards can help the learner visualize words he/she may find difficult. Cards prepared by the tutor are appropriate because they have more meaning and relevance to the individual learner.
It is important to teach learners how to use a dictionary and other spelling aids. Before using any aid, the learner should develop a personal dictionary of relevant words. Once the learner can use it, teach him/her to use a regular dictionary and aids such as the instant speller, and a thesaurus.
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