Possible reasons why some children find it difficult
to spell correctly
Rhyna Thiel
What is spelling?
Spelling is the ability to arrange groups of
letters correctly so that they form
designated words. Learners need to
understand how these sounds go
together so that a word can be formed.
Failing to do so, results in a learner
struggling to communicate accurately on
paper. (Murphy, 2012)
Why is spelling important?
Think about it. After just a few short
sentences, you would question the child of
person’s age, education, intellect, and
credibility. So, does spelling matter? If
someone wants to be taken seriously, it
definitely does (Rippel, 2013).
The role of the eyes in spelling
Our eyes are the fastest moving part of our
bodies and while reading, the eyes can
scan words in a fraction of a second. The
co-ordination of the eyes, therefore, is a
vital part of the reading process and poor
co-ordination can lead to visual difficulties.
Visual difficulties result in poor eye contact,
inability to focus or to fixate on one thing,
poor scanning, tracking of the eyes,
spelling, reading and writing skills.
Eye-tracking difficulties results in children
having difficulty in physically, scanning
words and lines and/or what they perceive
on the page may be distorted and this can
lead to struggling with spelling (Murphy,
2012). While reading, many children with
eye-tracking difficulties also devote most of
their energy to seeing and saying the
words and have little energy left to
remember what they have read. Therefore
they will read without comprehension or
ability to remember how words are spelled.
©Mind Moves Institute, Johannesburg. 2013
Spelling words help lay the basic
foundation that your child will need
throughout his education and life. Spelling
is important because it aids in reading. It
helps cement the connection that is
shared between sounds and letters.
Important aspects when it comes to spelling,
reading and writing.

Visual memory is the ability to recall
visual images. This is an important
aspect of reading, since it enables the
learner to recognize words on sight.

Visual sequencing is the ability to see or
remember letters in order, e.g. b-a-t = bat

Form perception is the ability to observe
forms and size. This is an important
aspect of reading, since it enables the
learner to remember the shape or letters,
word and numbers (De Jager, 2006)
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The vestibular system and spelling
When the vestibular system has not been well
stimulated, a learner will experience difficulty in
sitting still and this can have a negative impact on his
ability to learn, read and spell with accuracy. Once a
learner’s vestibular system is fully developed, he
becomes comfortable with where he fits into his
environment and knows the difference between left
and right - it will become easier for him to identify
where other objects are and in what direction letters
and numbers need to face - which is imperative for
spelling.
Genetic dominance as part of spelling difficulties
Apart from the above reasons for poor spelling, a child may also have difficulty in spelling,
due to his/her genetic dominance. A learner’s genetic dominant eye can be the reason why
that child finds it difficult to spell words correctly.
The right eye is controlled by the left brain and takes on the same characteristics. It is a
good reading eye because it tracks from left to right; it enjoys reading words and numbers.
This eye is able to read factual information for an extended period of time, and if the right
eye is the child’s genetic dominant eye, reading and spelling may be easy (De Jager, 2006).
The left eye is controlled by the right brain hemisphere and takes on the same
characteristics. It is a good scanning eye and likes to see the “big picture‟. It tracks from right
to left and as a result is not as accurate as the right eye when it comes to reading or spelling.
This eye prefers mind maps and pictures. Learning to read and spell can be a challenge for
learners with a dominant left eye (De Jager, 2006).
Preferred learning Style
Every child also has a preferred learning style, which may also influence the ability to spell.
Some children are visual learners and learn best by watching and seeing things. Some
children are auditory learners and need to hear things out loud. Some children, especially
the active ones, are kinaesthetic learners and need to do an activity to learn.



The visual child may also enjoy hunting for words with similar chunks or vowel
groups in a newspaper and magazine, and highlighting their finds in different colours.
The auditory child wants to hear the words spelled out loud. This child may enjoy
making up songs or rhymes or memory tricks when spelling words. Spelling out
words with letter magnets and putting together two parts of a word written on different
index cards can help an auditory child commit spelling words to memory.
The kinaesthetic child will likely enjoy making up stories or comics when spelling
words.
©Mind Moves Institute, Johannesburg. 2013
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Parents who know how their child best absorbs information will be well-equipped to help
them with spelling (Rose, 1987 & Warda, 2005). Ideas to help children with spelling are to
teach useful spelling rules and encourage independent reading to increase exposure to
printed words. Dr Melodie de Jager’s (2008) 10 easy steps to Splendid Spelling is a good
guide to help a child with spelling.
Reflex inhibition with Mind Moves® for better vision
As with emotional or mental barriers to clear vision, neurological immaturities cannot be
addressed with lenses only. To promote a flexible visual system to enhance spelling abilities,
a reflex inhibition program called Mind Moves is recommended (De Jager, 2006).
Each reflex develops a different aspect of vision:

The Moro Reflex develops fixation

The ATNR (Asymmetrical Tonic Neck Reflex) develops myopic or near vision and
tracking

The TLR (Tonic Labyrinthine Reflex) develops convergence

STNR (Symmetrical Tonic Neck Reflex) develops near-to-far vision.
Mind Moves is fun movements to get the primitive reflexes going to build strong brain
pathways and to put them to rest, to have wide awake senses and muscles that are ready to
move or sit still, depending on the activity (De Jager, 2009).
How does Mind Moves help with spelling?
Mind Moves are grouped together in outcome-specific combinations to train the brain to
gain. All the moves in these combinations develop the neural circuitry needed to become
skilled in spelling, reading and writing (De Jager, 2006).
Begin with the Core Workout (De Jager, 2006) to develop gross motor skills.
Underdeveloped core muscles lead to poor posture. Instead of focusing on learning, the
brain has to focus on staying upright.

The Core Workout sequence stimulates an inner awareness of the left and right side
of the body, left and right brain specialization, core development, crossing the midline
and visual development. It also frees the eyes to move independent of body
movement - necessary for reading, writing, reasoning and spelling.
When a learner is able to cross the midline, then he has integrated
the left and right hemispheres of the brain. By doing so, the learner
is preparing his two eyes, ears and hands to work together in front
of the body so that optimal learning and spelling can take place
(De Jager, 2006). It is important that the brain and eyes work
together to enable a learner to read, spell and write accurately.
©Mind Moves Institute, Johannesburg. 2013
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Reading and Spelling Mind Moves:
Mouse pad
Focus on the thumb held at elbow distance from the eyes. Move the
thumb upwards, first around the left eye and then around the right
eye. Repeat five times. Swop hands and repeat the same process,
always first drawing a circle around the left eye and then around the
right eye.
This move stimulates the visual, auditory and kinaesthetic receptive ability, while
crossing the midline to integrate the left and right parts of the brain and body. It
develops eye-hand coordination and visual integration.
Power ON
Rub the indentation just below the collar bone in line with the left eye.
This move re-establishes the electrical flow via the Vagus nerve to the
speech organs and stomach to help relax butterflies and talk with ease.
Antennae adjuster
Massage both ear lobes simultaneously from top to bottom using
circular movements.
This move develops the near senses, auditory processing, auditory
perception as well as receptive language ability.
Visual workout
Keep the head level. Look at the thumb held at elbow distance from
the eyes. Move the thumb to the left (At nose level) and then slowly to
the right, crossing the auditory midline. First do this with the eyes
closed, imagining the position of the thumb. Open the eyes and check
whether the eyes and thumb are in the same position. Repeat three
times. Then repeat 3 times with eyes open. Repeat the move with
eyes down into the kinaesthetic position and then up into the visual
position (each time first with closed eyes and then opened).
This move stimulates easy transition between visual, auditory and kinaesthetic
learning. It promotes eye-hand coordination and crossing the lateral midline.
Temporal Toner
Starting in front of the ears, using both hands simultaneously,
gently tap upwards around the ears.
This move promotes temporal lobe stimulation to improve listening skills, auditory
processing, vestibular stimulation, proprioception and balance. It also promotes
integration between listening and communicating both in verbal and written form.
©Mind Moves Institute, Johannesburg. 2013
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Reading and spelling require well stimulated eyes, ears and vestibular system, as well as
adequate gross and fine motor control as tools to help orientate the learner in space. To be
able to spell, a learner needs to see and hear a word, remember what the letters look like in
sequence, and accurately copy the picture in his mind onto paper (De Jager, 2006).
Enjoy the Mind Moves given to help your children spell, read and write with more ease and
to help assist in their schoolwork
References
De Jager, M. 2006. Mind Moves – removing barriers to learning. Johannesburg: The
ConneXion (Pty) Ltd.
De Jager, M. 2008. Splendid Spelling. [online] Available from:
http://www.mindmoves.co.za/articles/article/Mind%20Moves%20SPLENDID%20SPE
LLING.pdf. [accessed 23 February 2013].
Murphy, M.2012. Dyslexia as explanation: Reading Difficulties.
Available from: http://www.dyslexia-at-bay.com/index.php (Accessed October 2012)
Rippel, M.2013. We take the struggle out of reading and spelling. Available from:
http://www.allaboutlearningpress.com [accessed 21 February 2013].
Rose, C & Warda R., 2005. How to help children struggling with spelling. Available
from: http://www.research-one.com.au [accessed 23 February 2013].
©Mind Moves Institute, Johannesburg. 2013
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