Re: Any likely candidates for spelling issues

[Guest guest]

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My rule of thumb in the assessment process is " look for what is there " , rather than looking for any specific thing. I recognize that anyone has a tendency to focus attention on one or a few particular issues that seem to be most problematic, but it is important in the assessment to (in the Subjective, the Symptom Checklist, etc.) describe the behavior/mood/performance in as much detail as possible. Then we are more likely to identify the real brain issues that underlie a whole set of issues and be able to help the client move to change them all.

In terms specifically of spelling, spell PIT. The Posterior Inferior Temporal area on the left (Brodmann's area 37) is heavily involved in spelling. It is an area toward the back of the temporal lobe where it links with the occipital (linking visual and auditory in complex language processing). T5 would be the closest site here. Certainly, when you do any assessment on a person with learning issues, T5 and T6 are a good optional site pair to include.

You may find a variety of EEG patterns there, but also don't forget that there may also be problems with linking between that site and others that relate to spelling.

Then, if you start to feel too confident with such a simple approach, check out the attached link to an article on Dyslexia and the brain ( http://www.brainclinics.com/index.php?pId=23 ) which focuses on the frontal and temporal areas and on excessive slow coherences.

I used to work a lot with spelling problems in Atlanta and used a technique I taught the kids and parents that worked very well for a great majority of them: don't practice spelling the words, practice taking the test. Instead of having the client copy words fifty times or use them in sentences or whatever,

1. I gave him a blank sheet of paper and gave him the spelling test, but with only 4 seconds for each word. If he wasn't finished with the word at four seconds, he got the next one anyway.

2. At the end of the list, I gave him the list of correct words and had him correct his own paper, spelling the words correctly beside any where he had made an error. He had to look at the word for a few seconds, then I took the paper away, and he had to write it from memory beside the error word. Might have to do this several times.

3. Repeat steps 1 and 2 until the client can spell all the words correctly in 4 seconds each. Make sure to change the order of the words as you give them in successive times.

4. Next time you practice, give 3 seconds for each word. Then 2.

What this seemed to do was to force the brain to stop thinking about how to spell the word and just " automate " the task so it could be done fast enough. The result was generally not only much better scores on spelling tests, but also a greater tendency to spell the word correctly in regular writing, since it was automated.

Pete

Have yet to do an assessment on my son (Pete this is my other son) .. but before I do what should I be looking for?He is a very enthusiastic (near compulsive at times) reader and I have never seen that he has a problem with reading. His fine motor is not

great so his writing is somewhat messy (but it is legible) .. however his spelling is very bad, including words that he has previously learned and got right, later getting them wrong and also spelling the same word

two different ways in the same paragraph. He is also unable to spot his mistakes when he goes back to revise the writing.With his reading abilities this does not appear to be straightforward dyslexia (if there is such a thing) .. the closest is dyslexic

dysgraphia .. but even with such a diagnosis that does not tell me what to look for (if there is anything in particular to look for) in an assessment.

.. _ -- Van Deusenpvdtlc@...

http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.