Often times, we say that English has not reason. It doesn’t make any sense. The truth is that English does have roots and does make sense. It takes the study of Structure Word Inquiry to understand our language.
The spoken language existed long before the written language. Language evolves in our words long before written words. When language was chosen to be written, it had to be decided how to be written down. Sometimes the our spoken language and pronunciation shifts which needs to be reflected in our written language.
For example, sign is connected to the word signal. In sign, the g is silent, but in signal, the g is audible. There are thousands of examples in our spoken translated to written language.
The Structured Word Inquiry allows a student to look at the history of a word, see how words are connected. A student can see how words are connected, even if they sound a bit different like- sign and signal.
The Structured Word Inquiry goes beyond syllable identification and decoding. It is perfect for the older student who struggles with words with schwas such as probably. It helps the student see etymology and morphology, which will help the student to understand the spelling despite an elusive schwa.
It can also help younger students, such as seeing the connection between goes/gone and does/gone. A student can see the written connection despite the seemingly odd pronunciation of these words.
Structured word inquiry does not replace the Orton-Gillingham approach, it is an enhancement. It is helpful for high frequency irregular words, as most of these words actually have a logical reason for their seemingly irregular spelling. Because students with dyslexia thrive on logic, they are more likely to remember the word’s spelling because of it’s logic.
If you would like to learn more on structured word inquiry, please contact Lisa at Level Up Dyslexia.