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Angela Eaton's List: writing and spelling
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Apr 11, 10
Diane Craft - Teaching Right Brain Kids
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The result can be prose that requires interpretation; indeed, not even the writer has interpreted this prose. Such words arrive on the page like suitcases at the baggage claim: You know there is something in them and they have travelled far, but you cannot tell what the writer means. The words are filled with unstated meaning. They are (the term is Ricoeur's) "packed" and need unpacking
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Writing done in this "packed" manner makes more sense when read as poetry than when read as prose.
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The immediate consequence of nonverbal thinking is the experiences are more difficult to organize or express in words. Sensory perceptions (strongly linked to emotions) are by their nature complex, disorganized (not sequenced), and ambiguous.
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Brainstorming activities of visual thinkers may be more productive if right hemispheric strategies of brainstorming and organization (mindmapping, doodling, free association, analogies) are undertaken.
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Children often show a pattern of their mistakes that can suggest whether the problems is due to phonological awareness or auditory processing (sound-based spelling mistakes) like writing the word 'world' like 'wold' (i.e. not hearing the 'r') or problems with visual processing (reversing the order of letters in the middle of words) or visual memory (phonetic misspellings like 'edukashun' for
education ). Some of the most commonly misspelled words are homonyms - words that sound alike, but have different meanings based on their spelling. In order to make different homonym spellings more memorable, we created a spelling book Visual Spelling Book, that shows how color and doodle images can be used to help students keep these challenging words straight.
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