Sequential Spelling

Unlike other spelling programs, I have always seen Sequential Spelling carry over automatically into everyday writing. You usually start to see this around lesson #60 or so. I think the reason for this is that SS works on developing sensitivity to spelling patterns in words, rather than on memorization of a list.

If the first lessons in SS book #1 are too easy (less than 3 errors), I recommend doing several at one sitting until you reach a point where they have become slightly challenging. Also, at some point, with a 10yo you may want to start doubling up on lessons. The easiest way to do this is to split up the book so that you do, say, lessons #31 and #61 on Monday, #32 followed by #62 on Tuesday, etc.

Also, watch your son and make sure he is using his short-term memory on each word. Some children will mindlessly copy the word above to get the pattern. If he does that, you will need to have him cover up all prior words until he gets used to using his short-term memory for the pattern.

Nancy

My child 12 in 7th grade has been using this program for a couple of yrs and has really improved his spelling. Your child may be like mine and be dysgraphic or disorder of written expression. It’s not just handwriting but spelling,composition etc are all tied together.My child can tape a ggod story or dictate it to me but for the life of him he cannot sit down and write something that is readable. I go exactly by the AVKO instructions. We have found it helpful to have a small whiteboard and a couple of different colored markers at the table so when a word is misspelled we write the part he gets correct in 1 color and the mistaken part in a different color. Then I have him say the letters correctly when he corrects it. It’s a great program. Jan

Thank you for your suggestions - Nancy, Jan & Victoria (Victoria - I posted in the wrong place but I did see your response.) I ordered it this morning and I feel really hopeful.

As far as short term memory goes, Nancy, I do not see him even looking at the previous word. For example, last night he missed the word inner and he corrected it and wrote it once more. The next word was beginner and he only put in one “n” instead of two so I didn’t see that he was even seeing the pattern. And we did this for 7 days and not one single word had an “e” in it. All the words have an “i.” Yet he still spelled “tins” as “tens.” I do realize that these words sound alike, especially with our Texas accent.

Jan, his handwriting is very good and quite quick, but I think he has a hard time expressing himself. I have focused so much on reading that I haven’t done much work with language arts and trying to write paragraphs.

Thanks, Caran

Caron,
I don’t think they are supposed to see a pattern. I think it is ingrained in them after much,much practice. My son still makes those same kind of mistakes occassionally but to a lesser degree than when he started. I don’t point out that there is a pattern I just show him the correct spelling in 2 different colors on the whiteboard.He actually went up 2 grades last yr on his SAT. I was so proud that I sent an E mail and told the guy(can’t remember his name right off).If you have any questions about the use of the program you can pick up the phone and call him. He spoke directly to me when I had some questions. He’s a really nice fellow. Jan

Jan, those results are impressive! How wonderful to know that progress is happening. I am sorry to say that he didn’t spell “beginning” correctly - he left out an “n” but I will try the program anyway. Yes, I’ll try the white board method. I took him through the Phonographix program this summer so I know about the sounds from the Advanced Code. He’s really just starting multisyllable work. Thanks for your advice. Caran

In case you’re interested, I have found that a really good follow-up program to Phono-Graphix is “Rewards” from Sopris West. It does a good job of developing multi-syllable word attack skills and picks up about where PG leaves off in terms of direct instruction. Website for it is http://www.rewardsreading.com

Nancy2

Yes, Nancy, it’s thanks to you that I first had my son do the Sound Reading for Elementary software and then, PG. He handled it very, very well and it was the perfect introduction for me to the sounds as taught in Phono Graphix. I checked it out at the library and did all of the basic code exercises - much copying and cutting but it was a good experience.

Then, Janis, told me about a workbook produced by someone other than Read America. It was excellent (since it all liked like Greek to me at first)!
My son caught on very quickly. We did most of the workbook for the Advanced Code in June and then, I started with Level B of Quick Reads.

His fluency was initially in the 40’s and went up to the 60 plus wpm range.
We just started Level C and I was able to ask Dr. Hubert a few questions via email (always a plus!). This is a wonderful program for him.

I also put some of the material from QR into the moving window for Vision Builder. He’s sort of released from vision therapy to do PACE. I think the OD thought he had made enough progress but more was needed and I know he needs help with tracking.

We are now about 5 weeks into PACE and it different than I expected. He goes twice a week for an hour and then, she didn’t suggest working an hour the other 4 days - sometimes we are able to do an hour. He’s progressing but it seems slow to me and I always have to watch the frustation level.

School started yesterday and I will be taking him out 15 minutes early for PACE on Monday or Wednesday.

Yes, I looked up REWARDS when you mentioned it befoe. I thought I would do Level C of Quick Reads first.

I did retest on Let’s Go Learn (not the greatest test in the world) and his Word Recognition skills went from mid-2nd to mid 5th (I saw him saying the sounds to determine the answers. (defined as phonetically regular and irregular words). It indicated that he needed work with multi-syllable work.

If you got through all of this, I want to say a huge thank you to Janis and to you for taking your time to steer us to the programs to help my child.

With gratitude and appreciation, Caran

We did Sequential Spelling for six months and what I saw was that my son was able to remember patterns. After Sequential Spelling, he could do his regular lists at school.

His spelling is still weak and I will like to get back to this but I turned back to reading. There is only so much extra work he will put up with.

Beth

Rewards really is a nice follow-up program to PG. I like all the vowel team practice (still a sometimes difficult area for my son!). Students first underline and say the vowel and vowel-team sounds in larger multi-syllable words. Then they work on breaking them into syllables.

Thanks for the kind words, Caran! It is exciting to hear of your son’s progress! Reading these posts about REWARDS reminds me that the author, Anita Archer, also has a lower level series called Phonics for Reading by Curriculum Associates, and the third book might be a good filler between PG and REWARDS. I agree that you should probably get through QR Level C before going on into REWARDS.

You are doing a great job! keep in touch!

Janis

Caran,

The PACE provider should be assigning you homework. Cognitive skills are similar to physical exercise in that, the more frequently you work out, the faster your progress. Most children will show significant improvements by halfway through the program if they have been putting in at least 6 hours of training per week. The homework can be broken up into small segments of time, if necessary, to keep frustration levels low. Also it can help to make bargains with the child — 10 minutes of a difficult exercise followed by 10 minutes (or perhaps even more) of an exercise that the child likes (and there are usually some).

I am concerned that you are not getting in enough training time every week.

Nancy

Well, so far I have managed to put in the additional 4 hours as mentioned on the PACE website (so he’s getting 6 hours a week) except for last week and I think he only got 4 hours including the two that she worked with him. That was week 5 of PACE and school started and we definitely had a tiring week.

I’m curious about a couple of things. She will pass him on levels when he can’t do the task in the time frame mentioned. She said that if he improves than that’s enough. Secondly, I have seen him be able to do some tasks but not be able to repeat it at a later time. What to do you think about that?

Examples: MCC - I’ve seen him add plus 1, plus 2, plus 3 with the beat for a column but then not be able to do it again the next day.

Another example: He passed the Discrimination Speed Letter levels for 6.1, 6.2, 6.3 but not 7.1, 7.2 or 7.3 but he did get close to the time. Then, she assigned 8.1 and he passed that.

We spent so much $$$ on this program. I want to be sure we are doing it right.

There is a PACE provider in Conroe who has CP and works with CP kids. I talked to the mother of one of these children and she has seen excellent results but they went way past the 12 week time frame.

My child has an acquired brain injury so I’m wondering if it will just take a little longer. I know our provider doesn’t have experience with brain injury.

Thanks for you advice, Caran