Using Reading Passages for Dictation
Dictation, where teachers read aloud sentences or short passages for students to write down, can be a powerful tool for helping struggling readers and poor spellers.
It’s an old-fashioned method that works. So why reinvent the wheel, right? In the past, this was a regular part of learning to spell. Combined with other techniques, it produced good spellers everywhere. However, it is rarely used in primary schools nowadays, and the results speak for themselves. Combine this lack of input with modern technology, and you have children that can’t spell.
If you want an effective way to teach spellings that stick, read on.
When carried out consistently, dictation practice improves spelling. And this is how:
Dictation improves listening skills. During the process, students develop an ability to concentrate and listen carefully. As they focus, they start to shut off unhelpful interruptions.
Memory improves as students hold information in mind long enough to write it down.
Writing spoken words reinforces correct spelling patterns and phonetic relationships.
Writing fluency and speed develop.
Punctuation awareness increases.
Vocabulary and grammar skills improve.
Teachers can see immediately where students are struggling and provide necessary intervention.
Confidence rises and anxiety decreases.
All these benefits spill over into other aspects of learning.
Things may start off slowly and you will need to go word-by-word, but with practice, retention will come. The ability to hold longer sentences in mind increases. This is valuable in all walks of life.
How do you carry out dictation exercises?
It couldn’t be simpler.
Some students do not understand what ‘dictation’ means, so you may have to explain what you are doing. Give your student a piece of paper or book to keep their dictations in.
Select a passage with the words you want to teach. Start by looking at the words with the student and draw their attention to spelling patterns. Highlighting letters, underlining them or putting a circle around them makes a big difference. Not all students automatically see the patterns.
Ask the student to read and copy the words. Use as many multi-sensory ways as possible to learn the words. Encourage the student to think about the sounds the letters make. How does it sound? How it does it feel. Writing words down is more effective than saying them. However, if you find your student learns more effectively in a different way, then use that way. Don’t allow students to blindly copy out words. Check that they can read them and understand the meaning.
Once your student has studied the words, they can read the passages you are using. You can point to words as you read.
Students then copy out the passage and read it through again.
Now you are ready to start the dictation. Students have now been exposed to the spellings several times.
Begin by reading a couple of words from the sentence. Watch your student for clues. Are they keeping up? If so, keep reading and match their pace. Stop if you must and repeat any necessary words. This is perfectly acceptable at this stage.
I find that putting emphasis on the spelling pattern and punctuation helps. Give instructions about where to insert punctuation. This releases the writer to focus on spellings completely.
Here is an example of how to carry out dictation practice:
This is an excerpt from a passage being used to learn long -o spellings:
Whenever I get a moment to myself, I go to yoga. All over the globe, yoga fans boast of this approach to well-being. Did you know, though, that yoga gives you tone and strong bones? You can do yoga both at home and in a studio. So, don’t mope alone at home, get your yoga clothes out of the wardrobe, get in the flow, set a goal and do a yoga pose.
This is how you would read:
Whenever I get a moment [pause for writer to catch up] to myself, [say comma and pause] I go to yoga. [say full stop. Long pause for end of sentence and catch up. [teacher checks student progress and continues] All over the globe, [say comma and pause] yoga fans boast [pause] of this approach [pause] to well-being [mention hyphen and say full stop. Long pause]. and so on.
Hopefully you get the idea!
However slow they are, don’t despair, they will get better with time. That time will depend on their ability, their desire to improve and the amount of practice that they get.
Dictation practice is perfect for quiet times and is relaxing and hugely helpful for poor spellers.