ABSTRACT
Prefix and suffix recognition may not be established. Chunking 'disappear' into 'di-sa-ppear is an example of this, whereas 'dis-a-ppear' would indieate recognition of the prefix 'dis' .
'5yllable 5pellings' supports learning by identifying the number of syllables to expect from a word. It also allows spelling constructions to be analysed by using words such as 'beauty', 'beautiful' and 'beautifuIly' . The rules of suffixing (e.g. addition of -ing) can also be practised through words such as 'hop' and 'hopping', and 'hope' and 'hoping'. 5pelling oddities should be included, e.g. 'head', 'heading' and 'headless' (over-learning 'head'), and 'collection' and 'admission' involving choices of '-tion' and '-sion' .
