![]() ![]() But she does love to play games and word search puzzles. So I don’t see her paying attention to any spelling “rules”. She reads well and has done ETC for a few years, but never paid much attention to those rules. We just finished day 3 of the sample and I ordered it. SS does say you can explain the rule if the student asks too…. Honestly, SS does remind me a bit of the working with word families that CM recommended in early years…. Make sure they correct each word immediately. Yes, it has helped him – but I worry as things get more complicated.Įverything I’ve read, it does take a bit of time for the spellings to become automatic. I can see him have to think of the rules each time he spells a word. but I’m starting to see the rules go around in his head more…. He has started to learn long vowels with the VCE pattern, and also the EE pattern…. he can now spell CVC words correctly, as well as others with short vowels. And it has really helped my dyslexic son so far…. ok, now when do I double the letter? is it when it is a short vowel or a long vowel? I think maybe it is the short vowel… was this a short vowel? where was I? oh yes…. So instead of ‘pinning’ just being spelt out going p – in – n – ing, the student that has learned it by the rules would have to think more of pin…. Part of the theory is that the rules add another layer of thought needed, which slows down the thinking and adds a spot where confusion could add in a mistake. ![]() (And I admit I wish the book was colour, so I could always see what I’m supposed to write in another colour.) which is why you need to write the patterns in a different colour. (But not the just trying to learn spelling by writing the same word over and over, as that doesn’t work….) I think that they will sort-of end up visualizing the pattern…. The students learn the patterns (something dyslexics are generally pretty good at actually) in the words by seeing/writing the pattern over and over in different words. We are just about to start it, so take this with a grain of salt…. ![]() Is this something like ‘You’d understand if you were dyslexic’? Is it something I need to give a few months in order to see the results for myself and then I’d get it? My fall-back is AAS and while I think it is…dry, at least I understand the logic. I do want to like it, I like that the boys can do it at the same time and I like how little writing there is (bc my boys hate to write) and I like how little time it takes. I’m just confused as to how it actually teaches spelling. Why not? I’ve read their ‘What Makes SS Different?’ page and it doesn’t tell me much. They don’t give the rules…and that confuses me. #SEQUENTIAL SPELLING BOOK 1 WORDBOOK FREE#We started their free sample this week (on day 3 of 8) and while i really want to like it bc it receives so many wonderful reviews, I just don’t understand it! We went from IN to PIN to PINNING without any explanation for why you double the N. I asked for advice on this forum and was guided towards SS. I’m hoping someone can help me understand Sequential Spelling a little more. ![]()
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