Being able to spell correctly depends somewhat on an individual having phonemic awareness. This is the ability to hear the sounds that make up words.

However, English words are not always spelled in the way they are said, which means there is sometimes memorization involved too.

The significance of spelling derives mainly from its communicative function. It provides a standardized guide for written language to ensure everyone can read and understand each other’s writing. Before there were dictionaries, people tended to invent their own spelling and literate individuals were often taught different forms depending on where they lived.

This made it hard to know which word someone was referring to! It's also still evident in the way certain English words are spelled in the UK vs. the US, for example colour/color, favourite/favorite and licence/license.

When spelling becomes a source of difficulty or stress at school, it’s important to remind students that spelling is just one aspect of knowing a word.

Computers and mobile devices can help increase accuracy in writing, and phonics-based instruction, spelling programs and apps can boost spelling skills and knowledge of rules and exceptions.

Additionally, learning how to touch-type is useful, particularly when specific learning difficulties like dyslexia are present. This is because typing harnesses muscle memory in the hands to encode spelling as a pattern of keystrokes.

Visual processing disorders occur when the brain has trouble making sense of the visual input it receives. They are distinct from visual impairment in that there is no blindness or issue with the functioning of the eyes. A child may have 20/20 vision and pass a sight test with flying colors but still be unable to distinguish between two objects or make sense of the symbols on a page.

Difficulties can manifest in a number of ways and no two children will face the same challenges. Some may have trouble judging distances, whereas others will struggle with the ability to assess color, size and orientation.

Spatial processing and coordination can be problematic and a child might easily become lost and disorientated or struggle with fine and gross motor skills. While not classed as learning difficulties, visual processing disorders can be mistaken for dyspraxia, dysgraphia, ADHD and dyslexia.

They can also co-present with a specific learning difficulty and have a negative impact on a child’s self-esteem, confidence and performance at school.

It can be difficult to distinguish between conditions with similar sounding names, particularly when they are co-occurring or have closely related symptoms. This is often the case for aphasia, dysphasia and dysarthria, disorders which affect speech and language use.

What makes them different is the nature and amount of disruption to communicative abilities. In aphasia and dysphasia the brain may have experienced some kind of trauma, due to a head injury or stroke, and as a result, there are problems with language use. Disruptions may be on the productive side (speech/writing) or primarily affect receptive abilities (comprehension).

On the other hand, dysarthria is a disruption to the muscles that are used to produce speech. It does not affect a person’s understanding of the meaning behind words or an individual’s ability to manipulate syntax (grammar).

A good quote can work in the same way as a supportive teacher or coach, providing us with the encouragement we need to strengthen our self-resolve. Quotes can make us feel better about what’s going in our lives. They often teach important life-lessons and are a great way for an individual to share his or her wisdom about an experience.

When it comes to quotes about dyslexia, you’ll find a mix of anecdotes, advice, and words of wisdom. You'll hear from dyslexic individuals discussing their experience at school pre-diagnosis, or in cases where they didn’t receive the help they needed. You'll also hear from people who view dyslexia as their greatest strength.

Teachers may wish to use quotes to inspire students with learning difficulties and raise awareness of dyslexia within the general student population. That's beause they provide opportunities for reflection and thinking about dyslexia in a new way.

Traditional approaches to teaching reading rely heavily on visual and auditory stimuli, including workbooks and phonics activities. However, children who experience difficulties learning how to read may benefit from a multi-sensory approach that involves physical movements and lets them use their senses to engage on a deeper level.

In particular, dyslexic students who struggle to split words into their component sounds may respond positively to the Orton-Gillingham style of learning. It uses multi-sensory techniques to facilitate acquisition of phonics knowledge, decoding, and sight-reading skills.