More Synthetic Phonics Hints and Tips

Tell us about ways in which you help a child learning synthetic phonics

Cellular or mobile phones - There is a lot of controversy about the use of cellular/mobile phones. We were not keen on getting my dyslexic son a phone for a gift. However, as most of his friends had one, he asked for one just to be like his peers. One of the reasons we didn't want him to have one was it is very expensive to keep. But since he got it he is always texting his friends, whether it is about sport or homework. He does not abbreviate his words and I am amazed to see the speed he has acquired in using it. His spelling in his written work has greatly improved. I am now glad we let him have the phone. I feel it has opened another line of communication for him, and for him to continue to use his spelling skills. (L.F., Co. Kildare, Ireland)

Telling a dyslexic child the words they cannot read yet - I was hearing Peter read and telling him any words he hesitated on. Peter made a deal with me that I will only tell him the words that he genuinely had problems with. He would tap my hand and I would read him the words he had a problem with. (H.N., New Delhi, India)

Reading aloud for your dyslexic child - As a parent you should never give up reading aloud for your child. It's the only way from the beginning to give your child the love for reading. Our son is slightly dyslectic and was a slow reader and up to Middle School I used to read all his book for him aloud, while he sat listening. We really enjoyed the hours spent together. Now I don't have to read anymore. When he had to read for his literature list I saw to it that he chose interesting and exciting books so that while reading he could "see the movie inside his mind". It really helped. He is a willing reader now and he has noticed that reading not only became a pleasure but also that he can read faster now. So never give up reading aloud for your child. (P.A.T., Curacao, Netherlands Antilles)

Alphabet in rice - My 5 year old son was having a terrible time learning his alphabet. I noticed a big difference when we got out a cookie sheet, filled it with uncooked rice and he practiced making the letters in the rice (similar to writing in the sand at the beach). When we wanted to do a new letter, a little shake of the tray and we had a clean slate.. (D, Y., Aloha, Oregon, USA)

Reading 'big kid chapter' books - My dyslexic 9 year old often feels he is the only one who can't read or who struggles with trying to sound out a word. He hates the 'baby' books he often has to read at school, so at bedtime he wants the 'big kid chapter' books (Harry Potter stuff). Most of the time I read them to him and when it comes to a big word I stop and sound out the letters or ask him for help. Whether he gets it right isn't the point, it is knowing that even his mum needs to keep trying and ask for help. Watching his heart swell is the greatest boost of all! (Kimberley, Ottawa, Canada)

Used to hate reading - My 9 year old used to hate reading, but since getting terrific support from school, reading is starting to become pleasurable instead of torture. What we do for fun reading e.g. Harry Potter (rather than school stuff) is for him to read the words he can and then I fill in the big/difficult words for him, this way he practices his reading while hearing a story for pleasure and fun (Kim, London, UK)

Multi-sensory letters for synthetic phonics - Last year I worked with a child who had difficulty remembering the formation of some letters. He became angry, cried and was frustrated when he could not remember what certain letters looked like and how to write them. I provided him with lots of tactile objects, e.g. pipe cleaners, plasticine, ribbons, clothes, sponge, etc. We worked on one letter a day: he chose one object, e.g. a pipe cleaner, to make the shape of the letter, and glued it onto a cardboard book, which I had prepared earlier. I got him to feel the shape of the letter with his eyes closed, say the sound of the letter and asked him to write it on the same page. We worked on the project for a few weeks and every day we started the lesson by getting him to feel the letter. Each letter was shaped from different materials, so it helped him to remember better. After a few weeks, he could match the sound to the letter and write it correctly. (M.P., Singapore)

Resource class - Many teachers report the embarrassment dyslexic children experience going to the resource class or withdrawal group. However, if children enjoy the range of activities - games, matching, etc - they take part in when in the resource class, along with all the praise they receive, the children will enjoy going, and the other children in their class may even start to feel a little envious of them. (John Bradford, Direct Learning)

Tray game for synthetic phonics - For this game you need alphabet letters and an assortment of objects. Place one object at a time on the table, together with a selection of letters, one of which is the initial letter of the object (e.g. a plastic dog - with the letters 'a', 'c', 'd', 'h', 'm'). The child must find the letter whose sound the object begins with. Alternatively, you can put out one letter and five objects, the child having to pick the object beginning with the letter. This game can include the use of consonant blends and digraphs as initial, medial or final phonemes. (D.P.M, Bedfordshire, UK)

Sending home a reading book the child already knows - I have found that a good reading experience for homework is sending home a carefully chosen book, which I have used all week for the Literacy Hour. In class the child has had a whole week of fun activities and sensitive support based on and using the book. If the learning experience has been pleasurable, they enjoy sharing the story - which they have become familiar and confident using - with their family at home during the weekend. (J.D., Bexhill-on-Sea, UK)

Using rewards - My 10-year old son is having so much trouble with spelling, but things have improved a lot since I started giving him reward points for learning his spellings at home (even if he's forgotten them by the next day!). I bought a packet of silver stars which I stick on a little card. When he's got ten, we organize a small reward for him - usually staying up late to watch a video on a Saturday, or her can ask a friend round for a couple of hours. It makes it all a lot more positive for him. (Helen, Liverpool, UK)

'Reading Buddy' - Each day after lunch the first 15 minutes are quiet reading time, when the teacher can hear readers and the children can settle down after lunch time! We use a Reading Buddy idea, where children pair up and take it in turns to read a page/paragraph to each other. We also use audio books and headphones which allow the poorer readers to "read" the same books as others in the class, when doing an author study. (Rebecca, UK).

Reading - I used to have a terrible time hearing my son read. I would stop over every word he could not read and make him say the sounds of the letters. I'm afraid that it usually ended in tears and anger! Anyway, I've now changes all that. If he comes to a word he cannot read, I just tell him, and we're both really enjoying reading now. And his reading is definitely improving, as well as our relationship. (Liz D, California, USA)

Correcting errors - My dyslexic son has a bad habit of writing a correction on top of the error, instead of erasing it and writing it clearly. The result was a real mess until we bought him two or three ink and pencil erasers. This has made a big difference to the appearance of his homework, though he still needs reminding sometimes! (Jo, PA, USA)

Mnemonic spelling - My daughter is 8 years old and has just been identified as having a learning disability. She has difficulty remembering her spelling words beyond the weekly spelling test. Mnemonic spelling seems to be really helping her. We also use a variety of other things such as spelling in salt, clay, dry ease markers, and stamping letters. Here are some of the saying we have used to correct a few words. They are silly, but they work for us. I hope they will help someone else too.
Because - Big Elephants Can't Always Use Small Elevators. (great visual)
Again - Again, Gorillas Appear In Nighties.
Friend - Every friend has an I, and hopefully it will never END.
Front - Wreath ON front door. The "O" in on is round like the wreath. (S.S., USA)

More mnemonics - Some more good phrases:
Because - Bake Every Cake And Use Six Eggs.
Said - Sally Ann Is Dancing
Could - Can Oliver Understand Long Division
Rhythm - Rhythm Has Your Two Hips Moving
They - They Hate Eating Yogurt
Wednesday - WE Do Not Eat Sweets DAY
Tuesday - Tuesday - U Eat Sweets DAY . (Julie, UK)

Animal mnemonics - my son enjoys finding ways to remember spellings this way:
you - Yellow Octopus Underground.
like - Lions In Kenya Eat.
are - Ants Run Eating.
They all seem to have to be connected to animals.

Sight, sound, touch and movement - The young children at my school are introduced to synthetic phonics and letters by drawing them in the air, in sand, making them out of playdough and "treasure hunting" the classroom for items beginning with this sound. This involves sight, sound, touch and movement and gives the children a greater range of memories to use. This is the policy for all the children, but obviously benefits dyslexic child! (R.T., California)

The Goldfish Room - Our Special Needs room is referred to by all as the Goldfish Room on account of the tankful of exotic fish in the corner of the room! Our special needs children are always happy to come, and the other children even get a little jealous! (V.L., Hampshire, UK)

Synthetic Phonics Hints and Tips

A method that you use

Send us your hints and tips - to this email address:

Please put 'Synthetic Phonics Hints and Tips' in the subject line.