On an email list I participate, Susan Barton recently wrote this response to a tutor who was looking for the best program for a child who has what was termed Orthographic Dyslexia (a sub-type where spelling is more of a difficulty than phonemic awareness). Here is her response (shared with permission) with some great links to do further research:
No other O-G program focuses on spelling as strongly and intensely as the Barton Reading & Spelling System.Yet all of the research shows that spelling and reading and strongly linked, and you need to work intensely on both skills.
Here is a link to a great article called Why Spelling Matters that quotes the research.The International Dyslexia Association has a 4-page fact sheet on Spelling (“Just the Facts…Spelling”), which states that people with dyslexia have “conspicuous problems” with spelling and writing. The fact sheet quotes the research and explains how spelling needs to be taught. You can download and print their fact sheet by going to:Also show them the article called “Brain Images Show Individual Dyslexic Children Respond To Spelling Treatment” published on MedicalNewsToday.com, in February 15, 2006. Here’s a summary:Brain images of children with dyslexia taken before they received spelling instruction show that they have different patterns of neural activity than do good spellers when doing language tasks related to spelling. But after specialized treatment emphasizing the letters in words, they showed similar patterns of brain activity.These findings are important because they show the human brain can change and normalize in response to spelling instruction, even in dyslexia, the most common learning disability.To download that article, go to:And in case any teacher claims that a student can just use a spell checker, read this article by a dyslexia advocate, entitled “To Spell or Not to Spell: Is it really that important?” by clicking on this link: