Expert teaching for children with learning difficulties and disabilities
Spellit teaching methods.
You can learn more about our teaching methods from the main site page.
Since 2000 the Spellit Practice has used specially developed teaching methods to help children overcome many different learning difficulties and learning disabilities. Spellit specialises in the treatment of dyslexia, language delay/disorder and articulation problems, by offering
assessment, diagnosis, therapy and home programmes. Spellit also has ongoing success treating complex reading, spelling and memory problems.
The Spellit teaching method is groundbreaking within the
UK for the treatment of literacy difficulties, with
an additional specialist service for handwriting, headed by Jodi Kelly. Spellit’s core intervention is derived from
The Spalding Method®, a highly successful,
research-based, literacy acquisition approach.
This is supported by cued articulation and
our unique four phase treatment programme. For language difficulties we use a combination
of parent-child video feedback techniques
(based on the Hanen programme) Makaton
signs, plus tailor-made games and activities
using up to date resources from well acclaimed educational providers.
We have strong links with schools and
their Special Needs Coordinators (SENCO’s). We are dedicated, experienced professionals and we pride ourselves on achieving effective, long term results for children, whilst supporting their parents through the process.
Common learning difficulties explained
Click headings to see explanation
ADD/ADHD – Attention Deficit Disorder
It affects about 3 to 5% of children globally with symptoms starting before seven years of age. It is characterized by a persistent pattern of impulsiveness and inattention, with or without a component of hyperactivity.
Autism is typically characterised by widespread abnormalities of social interactions and communication, as well as severely restricted interests and highly repetitive behavior.
Asperger syndrome is an autism spectrum disorder (ASD), and people with AS therefore show significant difficulties in social interaction and restricted, stereotyped patterns of behaviour and interests. Although not mentioned in standard diagnostic criteria, physical clumsiness and atypical use of language are frequently reported.
Dyslexia is a learning disability that manifests primarily as a difficulty with written language, particularly with reading. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.
Developmental dyspraxia affects the initiation, organization and performance of actions. It is a diagnosis which entails the partial loss of the ability to coordinate and perform certain purposeful movements and gestures. Therefore it can affect such systems as handwriting and speech articulation.
Phrases and terminology explained
Click headings to see explanation
The Spalding Method
The Spalding Method is a highly successful, research-based, literacy acquisition approach, which also successfully addresses dyslexia. It contains a strong phonic base, which involves connecting the spoken to the written word, or sounds to letters, through single letters or letter combinations eg – ch, k, sh to represent child, chaos, chef. It also employs spelling rules and has a unique marking system, all of which lead to independent reading and easy word recognition. This extends into assisting children with written language.
Jolly Phonics provides a thorough foundation for reading and writing. It teaches the letter sounds in an enjoyable, multisensory way, and enables children to use them to read and write words.
Synthetic Phonics is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.
Phonics teaching involves connecting the spoken to the written word, or sounds to letters, through single letters or letter combinations ( eg; the letters "ch" can say "ch, "k" or even "sh" - child, chaos, chef), which ultimately fosters independent reading and easy word recognition.
Speech and Language therapist (SLT)
SLTs assist children and adults who have a variety of problems, including, difficulty producing and using speech, difficulty understanding language, difficulty using language, a stammer or cleft palate. Research indicates the approximately 5% of children enter school with difficulties in speech and language, which can lead to literacy, participation and confidence issues.
At Spellit we use standardised tests so that children can be effectively and equitably compared to their age cohort, such as Clinical Evaluation of Language Fundamentals-Revised (CELF-3). This evaluates understanding and use of language - word meanings, word/sentence structure, retrieval of spoken language (auditory memory), of school aged children 5–16 years. There is also a preschool version. There are subtests in both versions giving expressive and receptive language scores and percentile ranks. Sometimes it is important for children to be referred to Educational Psychologists so that their cognitive skills can be ascertained and the impact that cognitive capacity can have on a child's language profile can be determined.