General Resources

A-Z chart of pictures with the corresponding initial sound. I’ve tried to select pictures which Beginner ESOL adults will recognise.

This was designed to be used with a group of dyslexic learners but would be applicable for any learners with spelling difficulties.

I have used this by separating the group into small groups or pairs and then giving each group a different strategy to try with one of the words from the word list (two are provided – one for E2-E3, one for L1-2) or a word of their own that they want to spell.

Wonderful visual aid to help learners remember how to proof read their work. Page one would make a great poster. Page 2 explains the process: start at the city of meaning and move across the land until you get to the city of Spelling!

Memory tips for ordering months of the year was written for a dyslexic student but is also very useful for Entry 2 measures, reading and spelling (and dyslexic students at any level).

Handy reference for Entry Level ESOL and Literacy learners. Helps with Alphabetical order, upper / lower case and vowels / consonants.

Written for students who confuse these two words in their writing. Suitable for E2 or dyslexia support at any level. Also useful for introducing the omissive apostrophe. Includes info, examples and tips followed by practice exercises and self evaluation.

A work / help sheet for dyslexic learners who have difficulty distinguishing between these two letters. Underline the letters, read the words and write sentences.

Written with dyslexic learners in mind but useful for all learners working up to the L1 and 2 adult literacy exams. A special focus on grammar questions.

A great help sheet for dyslexic learners who have difficulty remembering the difference between b and d. Tip: for some learners it may be best to teach just one strategy. For example, if they are left-handed show them the left-handed ‘thumbs up’ only.

Originally created for a dyslexic student student who had learned to spell the word ‘laughter’. Use as an example for students to follow when making other word maps (but encourage them to make their own maps and make their own ‘connections’).