#WesternDLD2 Final Project
by Elaine Kwok
Spelling & Dictation
Tutor reads a word.
Child repeats the word.
Child segments out the phonemes in the word.
Finger spelling is encouraged.
(Child will first segment a word by tapping out the phoneme. Then they will start writing the grapheme of each phoneme onto the page/ the board.)
Example of word and sentences:
vet, jib, mad,
A big fat hen.
Evidence-based comment
This video explains finger spelling:
The dictation task taps into segmentation and orthographic knowledge of a child. The finger spelling allows children to segment out the number of phonemes in a word. They then write the graphemes of the phonemes onto a page.
It is important for the child to first repeat the word being said to ensure they have heard the word correctly. Because Orton-Gillingham encourages error-free learning, during segmentation, the tutor is encouraged to correct the child if he/she made a mistake on the phonemes in the word.
Description
Tier-2 Adaptations/Suggestions:
I had the most trouble coming up with a fun whole-class activity for Spelling & Dictation. This is because I think individual attention is important for a child to perform successfully on this task. For example, it is important for the tutor to ensure the child repeated the same word and segmented out the correct phonemes in the word before writing the word on paper.
In a co-teaching O-G classroom, here will be a great opportunity for the SLP and teacher to split the class into smaller groups so that each child were give appropriate support in the spelling task.