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Spelling is a very challenging subject for many children. Often, these same children struggle with reading. Fortunately, these two subjects are closely related, and improvement in one area usually leads to improvement in the other.

For a child to have good understanding of words, he or she needs to learn phonics. These are the building blocks of words, and children will benefit greatly from understanding how and why words are put together.

It is important for children to make connections between the ways words are spelled and the ways they are pronounced. Cihon et al (2008) found that children make these connections better when they are taught visual and vocal cues for word parts.

For example, some children benefit from the use of a hand signal when they encounter the target sound in a word. Other children do better with visual cues such as a secret code written under the target sound in a sentence.

Chanko (2005) suggests focusing on prefixes, suffixes, and root words. She suggests activities involving building blocks, index cards, and flip books.

The children are given a variety of root words like feel, stand, and appear. They are also given a variety of prefixes and suffixes that allow them to build new words, like unenjoyable.

Students may enjoy learning about the magic of prefixes that change a word to mean the opposite, such as dis-, mis-, in-, un-, and im-.

When children learn the meanings of prefixes and suffixes, they can guess the meaning of an unfamiliar word. A child with this knowledge is also better equipped to attempt spelling a new word that they have heard but not seen.

An important part of teaching phonics is keeping children engaged. While this is most difficult in younger children, phonics skills can prevent a child from becoming a low achiever in school.

Knowledge of word parts and the sounds they make allow a child to sound out the spelling of words they have newly learned. This skill helps children become more adventurous and expressive writers as well.

Activities that involve hand motions, exaggerated facial expressions, and whole body movement keep children engaged and focused. In a large enough group, children can each carry one word-part card, and try to find another child to match up with.

Group activities can turn phonics into a game for the whole family or class. The more fun children have learning phonics, the better they will remember their lessons.

REFERENCES

Chanko, Pamela, 2005, Get to the "Root" of Prefixes and Suffixes, Instructor, vol 114, num 6, p 49, 51, 53.

Cihon, TM, Gardner, R, Morrison, D, Paul, PV, 2008, Using Visual Phonics as a Strategic Intervention to Increase Literacy Behaviors for Kindergarten Participants At-Risk for Reading Failure, Journal of Early and Intensive Behavior Intervention, vol 5, num 3, pp 138-155.