One of the concerns raised in having a nationally standardised test is that it can create anxiety for young people who struggle with literacy. The problem, however, is that many children slip through the cracks and their difficulties with spelling are not picked up and assisted. NAPLAN can, in fact, identify students who struggle with spelling and hopefully lead schools to develop programs and activities to assist learning.
Isn’t that a good thing?
For the teenagers we work with for whom spelling is somewhat of a challenge – these pointers developed by Philomena Ott are very helpful.
Check you have capitalised the first letter of a sentence and all proper nouns.
Read through your work and check you haven’t forgotten a word. Add the correct word.
Check you have added a full stop at the end of a sentence and that you have inserted quotation marks.
Check your spelling.
Some common features of dyslexic writers
1. Omission: Omit a single letter
occuring for occurring
2. Insertion: Insert a single letter
off for of
3. Substitution: Replace a single letter with another single letter
definate for definite
4. Transposition: Misorder two adjacent letters
lable for label
A single letter is misplaced by more than one position in a word
litgh for light
5. Grapheme substitution: A plausible but incorrect choice of
their for there
thort for thought
5. Wrong use of a split vowel digraph
gole for goal
If you know a young person who makes these kinds of choices – he or she can be helped.
Please see: Information from ACARA on the adjustments available to young people with disabilities.
Information from ACARA on the adjustments available to young people with disabilities.
Information from the Victorian Education Department on dyslexia
Information from the Yale Centre for Creativity and Dyslexia