Ultimate Spelling For Education

Ultimate Spelling EDU is the world's most advanced spelling learning system for schools. With Ultimate Spelling, you have your spelling teaching requirements completely under control.

Based on proven science, Ultimate Spelling EDU contains all the features of Ultimate Spelling plus:

It's absolutely essential your students graduate with their spelling educational requirements met. With Ultimate Spelling EDU these spelling requirements are more than met. Students also improve academic performance, are prepared for standardized tests, and improve their confidence.

The next step is to see Ultimate Spelling for yourself. Simply fill out the form and we'll send you a free no obligation trial of the full version of Ultimate Spelling EDU.

The Science

Ultimate Spelling is scientifically designed, and utilizes principles based on decades of research in learning, retention, and psychology. Here is a summary of the theory and research behind Ultimate Spelling's effectiveness.

Craik, F., and Tulving, E. "Depth of processing and the retention of words in episodic memory." Journal of Experimental Psychology: General, Vol 104(3) (1975): 268-294. Print and PDF. http://dx.doi.org/10.1037/0096-3445.104.3.268

In this seminal study performed at the University of Toronto, Canada, the authors performed a series of tests in which they gave the study participants a sequence of words to learn, with information related to each word as it appeared in order. They discovered that when the information provided stimulated the participant's brain to process the word on a more involved level (referred to as "deep encoding" or "degree of elaboration" in the study), that word was more effectively learned and remembered. With Ultimate Spelling, the user is given a wide range of additional information about each spelling word, including the word's definition - one of the key factors in enhanced memory, according to this study - as well as usage examples, synonyms, and antonyms.

Gelman, B.D., Gruber, M.J., and Ranganath, C. "States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit." Neuron, 22 October 2014, 84(2): 486-496. Web. http://dx.doi.org/10.1016/j.neuron.2014.08.060

Students who are eager to learn are more likely to remember what they have learned, something that the authors of this study demonstrate. They used functional magnetic resonance imaging (fMRI) to show real-time connections between a person's curiosity about a specific topic, and the production of dopamine, the neurotransmitter associated with pleasure and the brain's reward system. The authors also concluded that a higher level of interest and curiosity in a topic or question leads to better memory and enhanced learning. Including exercises that stimulate curiosity, and providing reward mechanisms as part of the study process, also increases a person's ability to absorb and retain information, as the researchers found. Ultimate Spelling has a text import feature that allows each user to include and incorporate practice material that matches their interests, while learning the spelling of words in those texts. The system also uses several different reward systems to encourage users to continue working towards their defined goals.

Garcia, S.M., Tor, A., and Schiff, T.M. "The Psychology of Competition: A Social Comparison Perspective." Perspectives on Psychological Science, November 2013, 8(6):634-650. Print and web. http://dx.doi.org/10.1177/1745691613504114

Each person is influenced by a unique set of factors related to their own status and progress towards goals, but is also affected to a greater or lesser degree by the achievements and perceived standards of the people around them. This analysis of past and current studies looks at the way people view and are motivated by individual goals as well as societal achievement (competition). The authors conclude that effective use of motivational strategies must take both into account. This is something that Ultimate Spelling accomplishes by providing each user with the ability to set personal goals, earn reward points, and view their own progress tracking reports, and also to publish all of those results on public social media platforms.

Kivetz, R., Urminsky, O., and Zheng, Y. "The Goal-Gradient Hypothesis Resurrected: Purchase Acceleration, Illusionary Goal Progress, and Customer Retention." Journal of Marketing Research, February 2006, 43(1):39-58. Web. http://dx.doi.org/10.1509/jmkr.43.1.39

In a study focusing on the influence of reward-scheme programs on behavior, the authors found that when people see visible progress towards their goals they are more likely to increase the activity required to reach those goals. The study also confirms that most people are also motivated by receiving rewards for completing specific activities, even if those rewards are not immediately transferable to actual material or monetary benefits. Status points, rewards, and real-time progress tracking are all methods used in Ultimate Spelling to encourage frequent spelling practice by awarding points for the completion of exercises and activities. Because the user can access their progress charts at any time, they will always be able to see how close they are to achieving their personal spelling goals.

Buton, M., Winterbauer, N., and Todd, T. "Relapse processes after the extinction of instrumental learning: Renewal, resurgence, and reacquisition." Behavioural Processes, May 2012, 90(1): 130–141. Print and web. http://dx.doi.org/10.1016/j.beproc.2012.03.004

Instrumental learning, also called "operant conditioning," is a method by which behaviors are learned in connection with a stimulus, a reward, or both. In this research done at the University of Vermont, the authors studied the ways in which the information connected to a specific behavior is retained when the stimulus is removed, and how subsequent repetition or reward reinforces information recall and a resumption of previously learned behaviors. They conclude that there are two primary methods of reinforcing active memory and behavior: by creating a different way to test the subject's memory, and by providing the opportunity for intensive focused repetition of that stimulus-behavior response. These two methods are widely used in the Ultimate Spelling activities and games to create the link between instruction and memory that is so crucial in effective spelling learning on the student's part.

Xue, G., Mei, L., Chen, C., Lu, Z-L., Poldrack, R., Dong, Q. "Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression." Journal of Cognitive Neuroscience 2011;23(7):1624-1633. Print and web. http://doi:10.1162/jocn.2010.21532

In this study comparing long-term and short-term memory, the study authors tested the neural activity of participants as they memorized a set of images. Half of the study participants used massed learning techniques, in which each new image was presented multiple times in a row; the other half were given the images in a spaced repetition mode, where the images were shown in alternating order. Although each participant saw each image the same number of times, the people in the spaced-repetition exercise were able to accurately remember more images, and for a longer period of time. Repetition is a key technique in learning spelling, and Ultimate Spelling incorporates spaced repetition in two ways. First, the system uses randomized selection of spelling words from the user's current list to populate the activities and exercises, ensuring an interval between word reviews. Second, the system's Word Discover feature provides pop-up instant review of the words on that list, again in random order. By providing users with multiple opportunities throughout the day to read and review their words, Ultimate Spelling provides all of the benefits of the spaced repetition methodology in its spelling instruction.

Blocki, J., Cranor, L., Datta, A., and Komanduri, S. "Spaced Repetition and Mnemonics Enable Recall of Multiple Strong Passwords." Cornell University Library, January 3, 2015. PDF. http://arxiv.org/abs/1410.1490v2

Spaced repetition is a memory training tool that relies on frequent and consistent review of information; mnemonics is a memory technique that involves multiple ways of looking at that information, such as the incorporation of images or story lines. Researchers at Carnegie Mellon University focused on the combination of spaced repetition and mnemonics in evaluating how best to train people to remember specific pieces of information: computer passwords. They found that by combining the two methodologies, the results in both ease of learning and retention were increased. Ultimate Spelling uses each method separately and together to help users learn and remember new spelling words by using the same words in multiple exercises, presenting spelling words in a variety of formats, and encouraging users to add information related to each word to make a personal connection that helps them to remember that word and its correct spelling.

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David Morgan Is Helping Children Learn At www.EasyReadSystem.com


August 5, 2013

Poor spelling and literacy skills in children can lead to severe economic and social disadvantages as adults, something that David Morgan is very familiar with through his years of research and work with The Shannon Trust, a UK-based organization that promotes literacy, mentoring, and life skills development in prisons through guided reading programs. While working with adults who were not able to read, he realized that reading problems actually tend to start in childhood, and he started focusing on ways to help children learn to read. His company, Oxford Learning Solutions, has created an innovative product that is designed to teach children to read and spell by taking advantage of the brain’s natural tendency to use visual images. We asked David Morgan about this approach, and how parents can help children who are struggling with literacy issues.

US: “Dyslexic” is the general term used for people who have problems reading and spelling, but your site explains that there are actually some very specific aspects of this learning disability that need to be considered. Can you tell us why it’s important to identify these specific areas of weakness as the first step in improving spelling?

DM: You are right that within that umbrella of dyslexia we have now found eight different causes of reading and spelling difficulty. So, in my view, understanding what you are seeing is critical to giving the right help to a child. My first degree was in engineering and I guess that for me a complete understanding of any problem feels like the best place to start working on a solution. Many parents and teachers will have felt the frustration of pushing against a locked door with spelling. We always want to look for the key, rather than just pushing harder. Different children find different doors locked for them.

US: It’s true that many children – and adults! – have a hard time making the connection between sounds and letter patterns in English, since there are so many variations in the way a particular sound can be spelled. You point out that memorizing these pattern/sound combinations isn’t always the best way for children to learn, but the visual images that the Easyread system uses also need to be memorized. What’s the key difference in these two approaches?

DM: That’s a good question and the answer requires a slightly technical explanation, if you will bear with me.

In English there are 450 letter pattern to sound relationships used within words. These letter patterns are abstract and they are very inconsistent, as you say. So most children who struggle with spelling have chosen to memorize whole words instead, for reading and spelling. That can work OK in the early days, but the average adult can read 50,000+ words. Some children can memorize 20 words well enough overnight for a spelling test, but it is impossible to memorize 50,000 words. So it is like pushing water up a hill, trying to build spelling expertise in that way.

By contrast, Easyread has 45 silly, funny and bizarre images of real things, like the ‘Ants in Pink Pants’ and the ‘Eggs with Little Legs’. So most of them can be learned in one viewing.

Then we put the child in a reading environment where whole word recognition is hard and decoding is made easy, with the help of the images. That is what we call Guided Phonetic Reading. By getting them to decode for 5-15 minutes each day the children build a subconscious map of all the letter patterns used in different words. Eventually this map becomes strong enough for them to encode words for spelling.

This also explains why even a good speller can become unsure of a spelling when they ‘think about it’ too much. The reason is that they are no longer relying on this subconscious map, which cannot be accessed through conscious thought.

US: Several schools have reported great success in using Easyread to help improve reading and spelling skills in their classrooms. Can parents use the system at home even if their child’s school doesn’t, or will it create confusion for the child?

DM: You are right that it is a natural concern, which many parents raise, but many of the children using Easyread are receiving some form of different instruction at school as well as doing their daily Easyread lesson and we don’t find that causes confusion for them. The children are surprisingly good at compartmentalizing their different experiences through the day.

US: The Easyread system focuses first on learning how to read using the visual decoding tools you developed, which don’t directly teach spelling. If parents want to focus on spelling skills, can they still use Easyread?

DM: As you suggest, the natural urge is to work directly on a child’s spelling, but the children who we help have truly atrocious spelling because of their whole word sight reading strategy. We build the foundation they need to see spelling progress by changing their reading strategy. I know of no other way to turn around really bad spelling. On the other hand, if a child is already getting nine out of ten words correct, but is frustrated by small errors, that is a different problem which we are not currently set up to work with and a product like “Ultimate Spelling” is probably more designed for.

US: The manuscript to your book, “Why Connor Couldn’t Read,” gives a fascinating and easy-to-understand explanation of the science behind reading and reading difficulties, and what goes on in the brain. When will this book be published?

DM: Ha, yes…! That is a question I have been asking myself too, for some time! The reason for the delay is that an academic randomized control trial has been running in six schools over the past 24 months and we have been holding publication until the results from that could be included in the book. Over the years there has been a lot of hot air published, on occasion, in this field. So people are rightly skeptical and we have been trying to get our scientific evidence properly lined up first. Hopefully we should be ready in the autumn! After 15 years of work on the development of Guided Phonetic Reading as a new way to learn to read and spell, perhaps we will be set up for an ‘overnight’ success.

How Spelling Skills Support Good Reading Skills


July 31, 2013

At the most basic level, spelling and reading are both about being able to connect letter patterns, sound, and meaning. The more children know about spelling, the easier it is for them to learn to read, because they will be able to automatically recognize the pattern of the word and associate it with the definition. Being able to treat words as single units, rather than as collections of letters, is the first step to developing good speed reading skills. Spelling and writing are also closely connected, because if a person can’t spell the words they want to use, they’ll choose simpler ones that might not really end up communicating what they wanted to say. For younger children, this might lead to frustration that stops them from wanting to write altogether. Problems with spelling, reading, and writing at an early age lead to even bigger issues for adults, impacting their ability to get good jobs or advance in their careers.

It’s also frustrating to read if you don’t know the words you’re looking at. Spelling practice helps in vocabulary development, and also in figuring out unfamiliar words that are related to ones that you already know. When you know more words, you’ll be able to see connections between those words, and that will increase your understanding of vocabulary and also how words are used in different ways. The more you read, the more practice you’ll get at recognizing letter patterns, so it will help reinforce the spelling skills you already have. What’s more, you’ll learn new words and their spelling easily, since you’ll have practice in looking at words both as units of meaning and as collections of letters.

Reading and spelling skills are valuable for both children and adults. To get the most out of these valuable skills, remember to practice them together rather than separately, so that each aspect of the literacy process supports the other.

Cross-posted at the 7 Speed Reading blog.

Learn To Spell In Over 60 Languages At Craig Gibson’s Website www.DigitalDialects.com


July 26, 2013

Now you can learn vocabulary, grammar, and spelling in languages from Afrikaans to Zazaki (a language spoken in eastern Turkey – we had to look it up, too) thanks to e-learning specialist Craig Gibson. He’s put together an amazing set of resources that provide the basic tools you need to learn to read, speak, and write in these languages, from useful vocabulary words to explanations of verb conjugation to phrases that will help you communicate if you plan on traveling to another country. Because these lessons are set up in the form of online games, learning a new language is a fun process for children and adults alike.

SP: You’ve done all the work to create these games to help other people learn new languages. In the process of researching and designing your website, did you end up learning these languages, too?

CG: Ive inputted numerous languages over several years, so little of the content remains in my memory. I did recently surprise a Finnish man (and myself) with a few words of Finnish. Whenever I make game prototypes I begin with Japanese, which I’ve been learning over the last couple of years. This helps me remember some Japanese words, which are always slipping out of my memory.

SP: A lot of the resources and games have audio files, so that people can hear how words and phrases are pronounced correctly. That’s an invaluable addition to your site. How did you find the native speakers to help you make these recordings?

CG: When I started the site I hired various language teachers and tutors to provide the audio. Some audio was recorded on location – for example I recorded Tibetan and Hindi in India. Several people have volunteered on Digital Dialects as well. At this moment I’m working with a Pacific languages institution, and they are voluntarily providing me with the vocabulary and audio for Tongan, Samoan and Niuean sections (forthcoming).

SP: You include Esperanto in your language learning list, even though it’s not the official language of any country. Who speaks Esperanto, and why should we learn it?

CG: The vision of Esperanto was to create a (semi-)universal international language, which of course hasn’t happened. Still there seems to be many thousands of speakers, perhaps due to Esperanto’s humanist and internationalist ethic. There are certainly some real language fanatics out there, and it seems to me that Esperanto is something of a social thing amongst these types of people. Esperanto is designed to be easy to learn and it’s apparently a good base for learning other languages.

SP: How can people best use your site to improve their spelling skills in the language they’ve chosen?

CG: Some sections on the website have games specifically for spelling the vocabulary provided in other games. A lot of the materials on Digital Dialects provide both native scripts and transliterations so that students can compare the two.

SP: Most of the site is set up for English speakers who want to learn another language, but there is a Japanese version of the site, and several languages also have instructions in French. What are your next plans for the website?

CG: I will surely get the site translated into Spanish sometime soon. At the moment my focus is on working with language tutors to create more grammar materials for Spanish and Japanese. I’m also currently working on new sections for indigenous South American languages (Quechua, Aymara, Guarani), and will be recording for these shortly.

A Bazaar Of Bizarre Words To Remember


July 24, 2013

Relying on spell-check and grammar utilities in your computer program isn’t the best way to make sure that you’re using the right words. Many words sound alike, and if you’re not sure of the correct spelling, you might accidentally insert one version, thinking that you’re using the other. If the incorrect word is still correctly spelled, your computer won’t catch the mistake, and if the word is the same part of speech, the grammar-checking utility won’t notice either. It’s up to you to learn the differences in spelling, pronunciation, and use of these often-confusing word pairs.

bazaar / bizarre
Pronunciation: buh-ZAHR / bih-ZAHR
Definition: an outdoor marketplace / strange or unusual
Example: We enjoyed walking around the huge bazaar in Marrakesh, but we thought the stall selling only cooked snails was a little bizarre.

grisly / grizzly
Pronunciation: GRIH-zlee / GRIH-zlee
Definition: disgusting, horrible / a very large bear
Example: After the grizzly attacked the campers, it was up to the park rangers to clean up the grisly remains.

magnate / magnet
Pronunciation: MAHG-nayt / MAHG-net
Definition: a wealthy person / something that attracts
Example: At the cocktail party, the publishing magnate proved to be a real magnet for all the aspiring authors in attendance.

rational / rationale
Pronunciation: RAH-shun-uhl / RAH-shun-AHL
Definition: sensible, logical / justification
Example: The rationale provided by the politician for his support of the new tax law doesn’t seem to be very rational.

regal / regale
Pronunciation: REE-guhl / reh-GAYL
Definition: royal, proud / to provide in abundance
Example: Each time Ellen came back from her dates with George, she would regale me with descriptions about how his regal bearing got them past the guards at even the most exclusive nightclubs.

urban / urbane
Pronunciation: UR-buhn / ur-BAYN
Definition: relating to a city / sophisticated
Example: Even for university students who were raised in small towns away from urban centers, it usually only takes a few months in New York or Paris for them to develop the urbane attitude that comes from living in a cultural metropolis.

Cross-posted at The Vocabulary Builder’s Blog.

The Best Resources For Teaching Spelling


July 17, 2013

Each child learns in a different way, so parents and teachers need to be prepared to help kids learn in the way that suits them best. Because of this, sometimes you’ll have to try out several different options to help the child you’re working with learn spelling in a way that makes learning fun instead of frustrating. The latest resources we have found that work well are described below, but if you have any suggestions about spelling methods or teaching materials that we haven’t covered, please leave a comment. The more information is available, the better it will be for all of us, whether we’re working on improving our own spelling skills or helping someone else.

Sequential spelling techniques help to teach spelling through patterns and repetition. They use the similarities in letters and pronunciation in groups of words to help kids memorize how words are spelled without focusing too much on “spelling rules” that can be intimidating. For example, a typical sequence might include the words car, far, star, and even charred. Once a child starts to recognize the patterns, new words are easier to spell. A good article written by a homeschooling mother on sequential spelling lists some of the ways her children reacted to this technique.

The Teacher’s Network set up by The Guardian in the UK brings teaching professionals and language experts together to share tips on education. They have several different interactive tools, worksheets, test suggestions, and study guides on spelling and anyone can get a free membership to the site to take advantage of these resources.

Children with dyslexia have an even harder time learning spelling, and special attention needs to be given to kids in this situation. The University of Michigan has set up a Dyslexia Help site that gives guidelines on how to approach the spelling problem, but the tips aren’t just valuable for teachers with dyslexic students. The pointers and suggestions are applicable to teaching spelling to any child.

The Literacy Information and Communication System, set up and funded by the US Department of Education, has help for adults who are still having problems with spelling. The materials in the “Making Sense of Decoding and Spelling: An Adult Reading Course of Study” guides are free and can be downloaded directly from the site.

Ethan Wanger Welcomes English Speakers From Around The World At RealLifeBH.com


July 12, 2013

If you live in Belo Horizonte, Brazil, then you can join Ethan Wanger at the next Real Life English party – but if you aren’t in Brazil, don’t worry, because the online party never stops! Ethan and the team of experienced ESL teachers have set up a network of web resources, Facebook forums, Twitter feeds, and podcasts to connect people around the world who want to improve their English skills. Their approach is to make learning English fun and practical by providing examples of real-life conversations as well as opportunities for people to practice their conversational skills together. We asked Ethan about this thoroughly 21st-century approach to learning English.

US: You’ve really taken advantage of the global community that the internet creates to promote English skills, like the ongoing online conversations people are having on your Facebook page. But you also host monthly “real life” Real Life English parties at your home base in Brazil, and you encourage people to come and meet in person. What’s better, meeting once a month to talk to people face to face, or chatting on line every day?

EW: Honestly, in order to really learn English–that is, for anyone who wants to become fluent–both meeting people face-to-face and talking online are crucial. I recently wrote an article about meeting English speakers in your city face-to-face using Couchsurfing and also an article about how to practice speaking online. Speaking is extremely important for English learners because that’s what language was invented for: communication.

We always promote making English a daily habit. It can’t be learned once a week in class. It must become a part of your life. We recommend to our students using their “convenient moments” to learn English. This means, for example, when you drive or ride the bus to work, while you’re cooking, while you’re walking your dog, while you’re showering, etc. This is time that you aren’t actively doing anything that you could be using to improve your English (largely by listening to something–podcasts, audiobooks, or music–or by reading). Just consider how much time you spend travelling to school or work every day. This is hours of English learning that one could add every week. Most people don’t even realize this!

We’ve also observed that the best English learners are lifelong English learners. English has truly formed a part of their everyday life, without them even thinking about “studying English.” They read the news in English, they listen to podcasts, they read books, they’re hooked on great American and British televisions shows, they watch movies in the original version, etc.

To answer your question more directly: it’s better to have a daily habit of chatting online every day than to just practice your English once a month. BUT, it’s also crucial to practice all areas of the language: speaking, listening, reading, and writing. So, no one should choose to either just chat online or just go to a party once a month (the former often being more popular because it’s easier, and people are often embarrassed to speak face-to-face). If you want to become fluent, make English a daily habit in every way possible.

US: Your weekly podcasts cover vocabulary, grammar, and other English language topics. You also talk about expressions like “oh, yeah” and slang terms like … well, we won’t list any here, but let’s just say they’re definitely part of modern English! These terms probably won’t help people score high on English tests, so why should they be learned?

EW: We recommend learning these terms because we native speakers use them all the time when we speak with each other. If you’re just learning out of a textbook, you might sound like a robot. And most English learners not only want to become fluent, but they also want to speak the language like a native speaker.

I also want to clarify that most of the expressions we teach in our podcasts and our daily English expressions (on Facebook) are formal, non-offensive, and used in everyday English (the question made it sound as if they are all inappropriate in formal situations).

Most students do need to learn English to take some qualifications tests. But learning for these alone won’t prepare you for travelling to an English speaking country or for meeting native speakers (in fact, many of these tests don’t even require students to be good at speaking!). I’m not saying that it’s not important to learn the formal aspects of the language, so that you can get a good job and so you can be polite in the appropriate situations, but the real life aspects of the language–that is, how we native speakers use it everyday–are also important to learn, even if you choose not to use them.

US: You focus a lot on pronunciation and the rhythm of the spoken language, but people need to communicate in writing as well. What resources do you offer for practicing English spelling?

EW: It’s true we haven’t done too many articles focused on writing, and your question does remind me that we need to write more about that aspect of the language. I did however write an article on How to Improve Your Writing Online, which supplies many great resources.

Also, our community is an awesome place for people to practice their writing and spelling. We often see people asking for feedback on something they’ve written and people actually enjoy correcting each others’ writing. We love seeing this kind of interaction–English learners helping English learners!

US: There’s really a focus on working as part of a group and learning about other people and their cultures. Why do you encourage this type of interaction as part of the English learning process?

EW: Well, it’s always better to learn with other people than alone. A lot of this has to do with accountability. If you have someone to remind you to practice your English–for example, with whom you Skype, who is comfortable telling you, “Hey, your English really sucks today! What’s going on? You haven’t been practicing, have you?” you’re much more likely to keep a daily habit of studying!

It’s also the benefit of learning what other people have learned. Of sharing the best resources with each other. Of sharing English for Life–that is, things like videos, music, movies, and books.

Communities are extremely powerful. As a community, we can do more than just learn a language. We can change the world through English. We all motivate and inspire each other, as you can see on a daily basis in our community. It’s an international community, so we all share and learn about different places, people, and cultures. With globalization, intercultural communication is really important. Breaking down the barriers that exist between us. Not being judgmental or stereotyping about someone because of where they come from. And learning that when it comes down to it, no matter where we come from, we’re all human beings.

Having a common language facilitating communication really helps us all learn and unites us. And this is a large part of our big vision.

US: You provide so many online resources, it’s amazing: Skype or Google-based classes, the social media groups, the podcasts, the articles … but people can’t be online all the time. What do you recommend as a good way to get real life English skills – in real life?

EW: Great question! As I said before, it’s crucial to take advantage of convenient moments in our day. Listening to podcasts (and not just ESL podcasts) is one of the best ways to do this because you can do it while you’re doing practically anything else. Plus, with all the great podcasts out there, you can learn about so much more than just English.

It’s also extremely important to meet people and make friends in our own city that speak English. It doesn’t matter if they’re native speakers or not. It’s just important to meet people with whom you can practice speaking and listening, and to use the language for communication.

While living in Brazil, I started learning French. I had read about how CouchSurfing has a function to search members by the languages they speak. So, I used it to meet a French guy who was also living there in Belo Horizonte. He wanted to improve his English, so we agreed to do an exchange. We quickly became friends, and I’m actually planning to go visit him in France this year (as I’ll be living in Spain, starting RLE Parties there).

So, connection is essential for learning any language if fluency is the goal. Get out and meet people who are as passionate about learning as you. Get an exchange partner or a friend who’s learning English, too. Hold each other accountable. And have fun!

Why Silent Letters Cause Spelling Difficulties


July 10, 2013

Many people find English vocabulary confusing, and for a variety of reasons. Some find that the quirks in pronunciation make it difficult to use new words in conversation, especially when going between British English and American English. For example, a British army lieutenant (LEFF-ten-ent) might use his mobile (MOH-BILE) to call the garage (GAIR-ridge) when his car breaks down, but a lieutenant (loo-TEN-ent) in the US Army would reach for his mobile (MOH-bull) phone to call the corner garage (guh-RAHJ) in the same situation. And frankly, there’s no clue in the word lieutenant or the word garage as to why they’re pronounced the way they are in either version. Students of the English language have to pick up these subtleties as they learn.

Silent letters – such as the “e” at the end of garage – are letters that are not pronounced when saying the word out loud, although they may affect the pronunciation of the word. In this example, if the word were spelled garag it would most likely be pronounced just as it’s spelled, GAH-RAG. If you know the ways a final “e” can change the pronunciation, you’ll get a clue about the spelling of the word (see this post for more information). Silent letters can be either vowels or consonants (some other examples are here).

Sometimes knowing two forms of a word will help you learn how to spell both correctly. There is a silent “n” at the end of the verb condemn (kun-DEHM), but that same “n” is pronounced in the noun condemnation (kahn-dehm-NAY-shun). The same pattern occurs with the noun autumn (AW-tuhm) and its adjective autumnal (aw-TUHM-nahl). We encourage you to explore the relationships between words – this is an excellent example of how a little research can not only add still more words to your vocabulary, but also help you learn how to spell and pronounce them correctly.

Expert Spelling Advice From Joanne Rudling At www.HowToSpell.co.uk


July 6, 2013

The best teacher is one who loves her subject, and Joanne Rudling brings her love of spelling to everything she does in her books, videos, and blog posts at www.HowToSpell.co.uk. After having improved her own spelling and writing skills, she started teaching others to do the same. Whether you have questions about spelling, or are looking for ways to study spelling and other English skills, or are just curious about spelling topics, this website is the place to start. We asked Joanne about her top spelling strategies, and how anyone can learn to love spelling.

US: Like many skills we’re supposed to learn as children, spelling is something that adults sometimes don’t think about – they say, “oh, it’s too late for me, and anyway I didn’t do well in school.” You’ve proved that anyone can learn good spelling skills, at any age. But do adults need to take a different approach than young students do?

JR: The one approach that adults may need to do differently is to change their state of mind about spelling and learning. They may have a lot of negative baggage from their school experience and have various barriers to learning. Also some adults get discouraged easily, hate making mistakes, and think they can’t learn or remember things.

Adults, especially ones with low self-esteem and confidence in spelling, need to be gentle with themselves, and not give themselves a ‘hard time’ for not being able to spell! And to know that mistakes are good and to learn from them. They need to understand they’re not alone and that there are a lot of people with the same feelings and experience. It’s important they seek advice and help from well-trained literacy teachers who understand their needs, can empathize with them, and know the strategies that will help them.

Adults also need to learn about memory. They get anxious when they can’t remember spellings they’ve just learnt and end up blaming themselves. It’s important for them to learn all about short-term and long-term memory, how it’s natural to forget things, and the ways in which they can get spellings into their long-term memory.

Adults might also need more constant reassurance. My online courses all have email reminders and words of encouragement! Adult learners usually start off with good intentions about their learning but then the pressures of life, work and other responsibilities start impacting on their time to do even a few minutes a day, and then their initial enthusiasm wanes.

Adults must also take responsibility for their learning. Spelling can be learned and improved if they understand that it takes a bit of effort, time and thought. Just reading a lesson, or watching a video won’t improve their spelling but doing exercises, games, tests and writing will make a difference.

Words they are learning must be relevant to their work and lives. I try and only use words that are in common usage, and put them in context. If I’m working 1:1 with a student or group of students then we work on words that are important for them. There’s no point learning words that are obsolete or not in common usage. I see spelling books with the most obscure words – pointless.

Adults also need more sophisticated words to be able to express themselves so learning spelling strategies to help remember these words is important.

This brings us to the most important part of spelling – spelling strategies to learn and remember spellings.

The approach I take with all learners, young and adults, is to teach them all about spelling strategies and how these can help them remember spellings, stop them getting stressed about spelling and to learn to love spelling.

The top spelling strategies that really help all learners are:

1. Using memory tricks (mnemonics). I use them and love them and so do the adults I teach.

Explaining to learners that they can use all sorts of tricks to help them remember difficult spellings is such an eye-opener for them. The best mnemonics are those that learners invent for themselves. The effort of making up the mnemonic makes the spelling memorable, but it’s useful for them to see other people’s ‘tricks’ too.

It seems to be the individual letters that confuse most people in these classic difficult spellings:

· necessary – it’s necessary to have one collar and two sleeves – 1 C and 2 S’s

· accommodation – the accommodation has 2 cots with 2 mattress 2 C’s and 2 m’s

· stationery or stationary – stationery has an e for envelopes, paper, pens. Stationary with a has stopped at the station

The word-within-a-word strategy is very good too – here or hear? hear with your ear

Knowing the history of English spelling and taking an interest in where words come from are two very important strategies. Understanding the reasons why English is so weird and wonderful (and the title of my ebook!) is a vital part of learning and improving spelling. It stops people getting annoyed with spelling, and great for adults when their children ask them why spelling is the way it is.

60% of English words have silent letters in them and knowing the history behind them is a great way to learn them.

Plumber has a silent b in there because it comes from the Latin word ‘plumbum’ meaning lead piping used by plumbers.

knock, knee, gnaw, gnat are all Viking (Old Norse) words, the ‘k’ and ‘g’ were pronounced but not now.

Fun facts about spelling helps to raise interest in words. Lots of words to do with the nose begin with the letter pattern ‘sn’ – snout, sniff, snub, snot, snore, snort, snuffle, snooty.

3. Learning all about building words with prefixes and suffixes is another great strategy and stops learners getting stressed when they see long words like uncomfortable, misrepresentation, dissatisfied…

4. Syllable breakdown is another approach to help with spelling long words. Say the word slowly and exaggerated – un/com/for/ta/ble. It helps with silent letters in words – Wed/nes/day. The way you break a word down is up to you, as long as it helps with the spelling.

5. Identifying and noticing letter patterns is also a key strategy. Knowing that it’s not about the sound but the pattern is important. Letter patterns are also known as letter strings, and spelling patterns. Most good spellers know common letter patterns, can see what looks right. Building a letter pattern dictionary is a great strategy.

Key patterns include: -ight, ough, -ai-, -au-, ate, ei/ie…

This also ties in with using word families, which are words that are related to each other through meaning and patterns. It’s useful to know that two is related to twice, twin, twelve, twenty, between, tweezers and all mean two in some way.

terr- from Latin terra for earth, land, ground: terrain, territory, subterranean, Mediterranean, extraterrestrial.

ped- from Latin for foot: pedicure, pedestrian, pedal, expedition.

These relationships in spelling help us to understand the meaning of words much more than the pronunciation does – Noam Chomsky

The purpose of English spelling isn’t about the sound but the visual links between words – Vivian Cook

US: It’s easy to get overwhelmed by all of the spelling rules (and worse, all the exceptions to those rules!) that apply in English. What’s a good first step for people to start the learning process?

JR: The key is knowing that you can use memory tricks and other strategies to help remember and improve spellings. See the spelling strategies above.

Learning that spelling is fun, and knowing the reasons why it’s so ‘weird’ and ‘quirky’ are both important first steps. When you know why those tricky spellings, silent letters and homophones are there, and that they’re not there to mess with your brain is a great start.

US: You’ve put a lot of your spelling lessons into video format, where people can hear the words as well as see their spellings. How important is it to learn the pronunciation of words when working on how to spell them?

JR: Not as important as people think. We have so many great accents, dialects and ways of pronouncing the same word that relying on pronunciation just doesn’t work. Unfortunately, many people, native and English language learners, blame their accents for not being able to spell well and think that if they only pronounced words properly they’d be able to spell. This is not true and not how the English spelling system works. It is through familiarity with our language and developing our visual memory of letter patterns and the whole word that improves spelling.

But sound and pronunciation still lie at the heart of English spelling. When we don’t know a spelling we usually try and sound it out and can usually guess the right spelling, but only if we are familiar with the letter pattern that the sound relates to. But we still rely on our visual memory to see if the word is spelt right and also whether it ‘looks right’.

US: As well as online games and lessons, you provide printable materials like worksheets that people can take with them anywhere. What other ways can people practice spelling throughout the day?

1. They need to start noticing the features of words around them. Pay attention to how words are made up – the letter patterns, root words, prefixes, suffixes, spelling rules in adverts, newspaper headlines, magazines, packaging etc.

2. Spelling won’t happen because we read, but a word must be consciously and deliberately learnt and Look Say Cover Write Check is an excellent well-established method for improving this. (You can check out my video about this on my website).

All you need is a piece of paper and a pen and a few minutes a day.

1. Write the word you want to learn

2. Study the word, really look at it, notice the shape, feel of it.

3. Say it, quick then slow. Does it break down into syllables

4. Cover it.

5. Write it

6. Check it letter by letter. Underline the mistake, correct it. Why do you think you made the mistake? Are there any memory tricks you could use to remember the bit you got wrong?

7. Do the process again – Look, Say, Cover, Write, Check.

8. Do it again, then tomorrow, then the next day etc.

This technique covers all bases, engaging the visual memory, feel, sound, muscle memory.

US: You cover a lot of spelling tips and topics in your blog, so it’s a great place to find answers to all sorts of questions about English spelling. Can people write to you and ask specific questions for you to answer on your blog?

JR: Absolutely, I always reply to emails and answer questions. When people start questioning spelling that means they’re thinking about it which is fantastic. But it’s better if a student, rather than wanting quick answers, tries to figure it out themselves – then emails me.

How To Use Praise To Encourage Learning In Children


July 5, 2013

Learning spelling can be a frustrating process for children, because there are so many rules to learn, so many words with spelling that doesn’t seem to make sense, and so much practicing to do, as well as homework and studying for tests. This process can be hard on parents as well. It’s hard to keep your kids going when they’re discouraged, but it’s important to motivate children so that they don’t give up. One of the best ways to do this is to praise a child for their spelling success. Done in the right way, you can even use praise to help kids cope with momentary failures. Here are some tips on how to encourage children to learn to spell:

Focus on the results. Since spelling practice, like other schoolwork, has to be done almost every day, using the same generic phrase like “Good for you, you finished your homework!” will lower the impact of the praise because the child won’t really think about it, or what it means. Instead, help your child focus on the outcome of their work. For example, you might say, “You finished your homework – and that means that you have time to go to the movies with your friends this afternoon!”

Point out their strengths. While getting through and learning a long list of spelling words deserves praise just by itself, you can help kids want to keep working hard by showing them that you recognize that hard work and what it means. Try saying, “I’m proud of how quickly you finished that list – it shows you are really good at concentrating on your work.” Building a child’s self-esteem is a great way to improve their desire to keep learning.

Avoid talking about failure. If a student hasn’t passed their spelling tests for a few weeks, but studies hard and gets a good grade on the next one, that’s the wrong time to point out how poorly they did before. Keep any sense of “finally!” out of your words and your voice, and say something like, “You really focused on your spelling study and I know you did a lot of work to get such a good score. Well done!”

Ashly Lorenzana: Word Lover, Scrabble Player, and Host of ScrabbleSkills.com


July 4, 2013

Can you finish the New York Times crossword puzzle every day – in pen? Is your closet full of word-based board games? Do you play along with “Countdown” every afternoon, “Wheel of Fortune” every night, and Will Shortz every Sunday morning? If you answered Yes! to any of these questions, then you’ll enjoy visiting Ashly Lorenzana’s word-lovers’ website ScrabbleSkills.com. Along with tips for that game, she’s got links to other Scrabble and word game resources, and a blog full of interesting and unusual Scrabble-related information. We talked to Ashly about Scrabble, spelling skills, and strategies for winning word games.

US: Anyone who has watched the 2004 documentary “Word Wars” about competitive Scrabble players might think that there’s almost more stress than fun in that environment. Why would you like to play in an official Scrabble tournament?

AL: There is no disputing that competitive Scrabble is taken quite seriously by those who play in tournaments. While I have yet to participate in one, I actually have a young cousin who also plays and who attended the 2011 National School Scrabble Championship in Orlando, Florida. While she enjoys playing as a hobby and seemed very excited to attend the championship, she did return home with different feelings on playing competitively. After having a chance to see firsthand the level of determination and dedication these types of players possessed, she basically decided that competitive play wasn’t something she was likely to pursue. Hearing this from a girl barely in middle school just goes to show that even young tournament players are playing to win, and not just as a hobby. That being said, I think I’d still like to give it a try at some point. I still have a long way to go as far as practicing and I definitely need to attend more meetings at my local Scrabble club before I consider entering a real tournament. I figure that if I go into it and give it my best effort without any expectation of winning, then it should be a fun experience regardless of the outcome.

US: You’ve written down some of the things you’ve learned in the e-book “14 Quick and Dirty Scrabble Tips for Casual Players.” Is practicing spelling skills one of those tips?

AL: Spelling is one of the most important elements of being a strong Scrabble player, in my opinion. Poor spelling has no place in a game like Scrabble, and even players who are average in this area will need to hone their skills considerably. While I always did well in school as a child, I did struggle with spelling until I was in High School. Personally, I began to use a technique around that time in which I would memorize the spelling of a word by breaking it down into smaller words whenever possible. For example, the word adolescent can be broken into three smaller words, “a,” “dole,” and “scent.” Obviously this doesn’t work for all words that are difficult to spell, but it has helped me a great deal when it comes to remembering how to spell those words which I seem to struggle with most.

US: You’ve got lots of links to different word game sites and Scrabble sites. What games do you play online or with friends, just for fun?

AL: I love playing tons of different word games, both online and off. I am always on the lookout for new games that challenge my word skills in all areas. I have several Scrabble buddies I play with online, and a few I play with offline regularly as well. I think one of the very first word games I came to love was a game called Letter Linker, which was created by a company called GameHouse. I first played it around 2005 and at the time, I didn’t have internet access so I would pass the hours playing this addicting game and spending hours connecting the letters in the grid to form new words. As a point of reference, it is very similar to the classic game Boggle, but the grid is larger and changes in shape. I also love games that challenge my word knowledge and help me build my vocabulary.

US: Some of the world’s best Scrabble players have come from Thailand and actually don’t speak English all that well. Does this mean that winning word games comes from simply memorizing lists of words and how to spell them?

AL: I’ll admit that it does kind of surprise me that some of the top Scrabble players are not native or even fluent English speakers. I think that this is pretty solid proof that Scrabble is indeed very much about spelling and knowing the words, but what I find shocking is the sheer number of words these players have been able to memorize without much of a working English vocabulary to draw from. That impresses me more than anything, I would love to know their secrets for storing so many foreign words in their memories to tell you the truth. This seems even more mind-boggling when I consider the lack of similarity between English and the Thai language. The challenge of memorizing even a dozen words in a language so foreign to my own makes my head ache!

US: Your latest blog posts talk about ways to incorporate Scrabble into arts, crafts, photography, and even baking that will appeal to the “word nerds” out there. Do you think that this would be a good way to get kids interested in Scrabble and other word games?

AL: I hadn’t thought of using Scrabble crafts as a way to get younger people interested in trying or playing Scrabble, but I think that’s an outstanding idea. Since I don’t have children of my own, it hadn’t occurred to me but I remember being a Camp Fire Kid in grade school and could definitely have started earlier on my love of the game if someone had brought along a Scrabble board to one of our meetings and maybe suggested making Scrabble jewelry or even cookies. Baking Scrabble treats could also be a fun treat to bring along to meetings for younger players. I think this is worth exploring for parents and even teachers, now that you mention it.

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