ABSTRACT
You may sometimes be in a position where you need to teach spelling to an older dyslexic child who is already familiar with most of the words in the basic programme. A good way of helping him is to call his attention to certain groups of letters which regularly occur as word-endings (‘suffixes’) or as wordbeginnings (‘prefixes’). If he is typically dyslexic, one of his great weaknesses is still likely to be his memory for sequences; and if he can become familiar with some of the standard combinations of letters and can be shown the reasons why a particular word is constructed as it is, the load on his memory will be correspondingly reduced.
