Glasgow Dyslexia Support Service
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Spelling is not a measure of intelligence - this is an important message for learners of all ages.

Spelling can be an area of anxiety for many learners with dyslexia. Check out our tips and movies in the sub sections for ideas to support with spelling.

Using a multi-sensory approach, making, seeing, doing, reading, hearing, taps into a range of skills and gives learners wider experiences of  words they are working on, this helps memory and reduces potential boredom and anxiety.

Choose manageable lists of target words, at a level your learner can cope with.

Before you get started try to find out;

1.  Where your learner is with sounds, letter names, blends and words - work within their current targets. If your learner is      working at the level of sounds or early phonics then you may find it more useful to look at the Phonics and/or Letter Names and Sounds sections of the website.

2.  Where your learner is with their auditory awareness of sounds and syllables in words. Can they hear sounds and determine where in the word they are? If these are not yet areas of strength then you may find it more useful to look at our section on Phonological Awareness.

3.  Approaches used in school - using the same messages at home may be helpful.

4.  Appropriate target words. - school may be able to help with this or you and your learner may be able to identify the words they find tricky and target these.


Should your learner have difficulties with steps 1 and 2 then it is likely they need more work at this level before moving on to spelling rules or using technology. Take a look at our sections on Phonics and Phonological Awareness for support with these.