How Do I Help My Child Remember Their Spelling Words? (Especially If They Have Dyslexia)

Joanne Kaminski
Oct 16
5 min read

Why spelling still matters (even with spellcheck)

Parents often ask me, “Do kids even need to know how to spell anymore?”It is a fair question. With autocorrect and predictive text everywhere, spelling can seem old-fashioned or unnecessary.

But research continues to show that spelling and reading are deeply connected. Kids who understand how words are built, and how sounds map to letters and patterns, read more fluently, comprehend better, and write with more confidence.

Spelling is not just about memorizing words. It is about understanding how English works. When a child can spell jumped, it means they understand that "-ed" signals past tense. When they can spell remarkable, they have learned how syllable patterns, prefixes, and suffixes fit together. These are the building blocks of literacy.

Spellcheck can help your child catch mistakes, but it cannot teach them why those mistakes happen or how to fix them next time.

My child struggles with spelling (or has dyslexia) — where do I start?

If your child struggles to remember spelling words, they are not alone. Many bright children, especially those with dyslexia, find traditional spelling lists frustrating.

The key is to start with a structured literacy approach such as Orton-Gillingham that explicitly teaches how sounds link to letters. Instead of rote memorization, focus on understanding patterns, syllables, and rules.

One of my students had spent years guessing at words. When we began applying syllable pattern rules and paying attention to whether a vowel was short or long, everything changed. He realized he could predict whether a word needed an "e" at the end. The day he spelled remarkable correctly was the day his confidence took off.

That moment was not luck. It came from structure, repetition, and building success one step at a time.

How do I help my child actually remember their spelling words?

The secret is not flashcards. It is retrieval practice and spaced repetition.

Here is a simple weekly rhythm that works:

Day 1 – Learn: Introduce 5–8 new words. Talk about the sound patterns, such as "ai" in train or "ay" in play.
Day 2 – Practice: Say the word, have your child write it from memory, then check it (Cover–Write–Check).
Day 3 – Review: Mix new and old words together to keep practice fresh.
Day 4 – Apply: Dictate short sentences using those words so your child uses them in context.
Day 5 – Assess: Have a quick review quiz and focus on what they understand, not just what they remember.

This structure taps into how memory works. Retrieving information strengthens memory far more than copying it. Ten minutes of focused practice each day creates stronger, longer-lasting results than one big cram session.

Is using spell check or autocorrect okay or harmful?

It is not harmful at all if you use it the right way.

Spellcheck acts like training wheels. It helps children see mistakes they might not notice on their own, which can actually build awareness. The key is to turn those corrections into teachable moments.

If spellcheck flags thier, talk about why it should be their. Add that word to a study list and review it later using Cover–Write–Check.

For older students, encourage them to read through their corrected work and reflect on why each change was made. That reflection is what leads to growth.

What strategies or resources can we use at home?

Here are some research-backed, dyslexia-friendly spelling activities that make learning active and enjoyable:

Cover–Write–Check: Say the word, write it from memory, check it, and correct it immediately.
Word sorts: Group words by pattern, such as cake, snake, make (long a, silent e). Seeing patterns helps them stick.
Morphology play: Explore how prefixes and suffixes change meaning, such as happy → unhappy → happiness.
Syllable clapping: Break longer words into parts. Try re-mark-a-ble out loud.
Dictation sentences: Practice spelling in short, meaningful sentences.
Games: Try magnetic letter races, “build a word” challenges, or spelling scavenger hunts around the house.

Keep sessions short, fun, and multisensory. Kids learn best when they can see, hear, move, and feel the words they are working on.

Are weekly spelling tests effective or outdated?

Traditional spelling tests often get a bad reputation, and for good reason. Memorizing a list on Thursday and forgetting it by Monday is not real learning.

When used as a retrieval tool instead of a high-pressure test, though, they can be very helpful.

Here is how to make them work better:

Base lists on patterns you have already studied, such as long vowel patterns or suffixes.
Use the test to identify which words or patterns need more practice.
After the test, talk about the tricky parts: “What sound or letter pattern was hard for you?”
Celebrate effort and progress, not just perfect scores.

When spelling tests are treated as checkpoints for understanding, they motivate students to improve rather than fear mistakes.

Putting it all together: a simple weekly spelling plan

Here is how to make spelling less stressful and more effective at home:

Day	Focus	Example Activity
Monday	Introduce pattern	Talk through "ai" vs "ay" and make a list together
Tuesday	Retrieval	Cover–Write–Check 5 words
Wednesday	Spaced review	Mix new and old words; quick dictation
Thursday	Apply	Use words in sentences or a short story
Friday	Reflect	Quick quiz and celebrate effort

Consistency is more important than intensity. Ten minutes a day of focused practice works better than one hour on Thursday night.

Final thoughts

Helping your child remember spelling words, especially if they have dyslexia, is not about memorization. It is about understanding how words work, building confidence through structure, and celebrating small wins.

With the right approach, your child will not just survive spelling time. They will begin to enjoy it. When they realize they can spell a three-syllable word like remarkable, just like my student did, you will see that spark of pride that makes all the effort worth it.

If your child is struggling with spelling or reading and you want a research-backed, compassionate approach, I would love to help.At Bright IDEA Reading Tutoring, I work one-on-one with students across the United States using structured literacy and Orton-Gillingham methods that make reading and spelling click. You can learn more or schedule a free consultation here (insert your link).

About the Author

Joanne Kaminski is the founder of Bright IDEA Reading Tutoring and has been supporting children with dyslexia and spelling challenges online for more than fifteen years.She is a licensed reading specialist with training in the Orton-Gillingham approach and certified to teach reading from birth through adulthood.

Her favorite tutoring moment came when a student who once could not spell “does” used syllable rules to correctly spell remarkable. For Joanne, that moment captured what happens when structured literacy and confidence come together.

She works with students across the United States from her home base in Sussex, Wisconsin, helping families unlock the joy and power of reading and spelling.

Connect with Joanne at Bright IDEA Reading Tutoring or on LinkedIn.

Research and References

Ehri, L. (2014). Orthographic mapping and its role in learning to read and spell words. Scientific Studies of Reading.
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? Reading and Writing, 27(9).
Goodwin, A., & Ahn, S. (2013). Morphological instruction improves literacy skills. Review of Educational Research, 83(2).
McArthur, G., et al. (2018). Effects of spelling interventions for children and adolescents with written language difficulties. Campbell Systematic Reviews.
Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers. Brookes Publishing.
Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: The role of spelling. Child Development, 79(4).