Spelling/Reading

Spelling

Spelling is tricky. Since there are so many new words to learn, your best tool is a dictionary or thesuarus.  Unfortunately listing all the dictionary words would take the rest of my life, I decided to provide some fantastic links and a couple tips to help you spell better.

 

Links: http//www.spelling.hemscott.net       www.spelling.hemscott.net/advice2.html

 

Spelling tips:

 



SPELLING RULES AND PATTERNS



I BEFORE E, EXCEPT AFTER C: THE RULE WITH MANY EXCEPTIONS

This general rule applies in most cases:

believe    field   brief    niece    piece         /    receipt   ceiling   conceited   receive

                                            
Exceptions include words in which ie sounds like an A, not like an E:

    neighbour      weigh      eight      freight      vein      reins     sleigh


There are many other exceptions, including:

    weird    counterfeit    height    seize    protein    leisure    their    either    ancient 



DOUBLE OR SINGLE CONSONANT: IT ALL DEPENDS ON THE VOWEL SOUND

All vowels have a “short” and a “long” sound. (The long sound is like the name of the letter—e.g. the A in tape is long, while the A in tap is short; the O in hope is long, while the O in hop is short; the U in cute is long, while the U in cut is short.)  Short vowels are usually followed by double consonants.

Think of a familiar word such as apple and remember that this same short A sound in another word will normally be followed by a double consonant.  Meanwhile, a long vowel like the A in taken, skating, or debating is always followed by a single consonant.


little, sitting, thinnest, beginning                  but        shining, minor, dined, outlining

butter, cutting, flutter, rebuttal                but         ruby, tubing, cubed, included
       
bottle, topping, flopped, recommend      but         noted, opinion, zoning, condoning

better, setting, forgetting, professor       but        preceded, completed, impeded


There are exceptions to this rule including:        copy         proper    pity      literature      apartment

Note that, in most cases, the usual rule applies when adding suffixes (word endings). In words of more than one syllable, when the stress falls on the last syllable, the final consonant is doubled

    beginning    controlled      recurrence          regrettable        forgotten


However, when the stress is on any other syllable (not the last one), the consonant is not doubled:

    opening         shortened     alteration       determination        developing


An exception (in Canadian spelling):     travelling   
 



ADDING SUFFIXES: SPECIAL CASES

In most cases, a final Y is changed to I when adding a suffix:

candy candies             easy  easiest              ugly ugliest      tyranny tyrannical


However, the Y remains when an ING ending is added:

    cry crying        hurry hurrying          carry carrying              identify identifying           

Generally, the silent E is dropped when the suffix begins with a vowel:

care caring        desire desirous         move movable

However, when the word has a soft C (making the S sound) or a soft G (the J sound) just before the silent E, the E is kept when adding the suffixes ABLE or OUS.

         notice noticeable                     replace replaceable

courage courageous              advantage advantageous


Other exceptions in which the E is not dropped:    acre acreage        mile mileage


Meanwhile, the final E normally remains when the suffix begins with a consonant:

care careful        retire retirement        move movement


Exception: For words ending in ue, the final E is dropped when adding any suffix:

argue arguing,  argument                     true truest,   truly


Further exceptions:   

judge judgment         nine ninth    (although the word ninety follows the usual rule)       


OTHER PROBLEM AREAS: CONSULT YOUR DICTIONARY

•    ANCE  vs.  ENCE endings: e.g.   reliance,  assistance     vs.     independence, persistence

•    ABLE  vs.  IBLE endings: e.g.   reliable, available     vs.    irresistible. permissible

•    Spelling of the final syllable in words such as  concede,  proceed,  supersede

•    Words containing silent letters: e.g.  column,  mortgage,  sword,  pneumatic

•    Words in which some sounds are not pronounced clearly: e.g.  February,  withdrawal,  temperament

•    Words of Greek origin that end with a pronounced E, such as  catastrophe,  epitome, and  psyche

•    Words with double letters: e.g. accommodation,  possess,  vacuum,  committee,  assassination

 

 

Reading

For most people, it is easy to learn to read faster. Your reading rate is often just a matter of habit. But to begin, you may need to try to change some habits and try these tips:

1. Pay attention when you read and read as if it really matters. Most people read in the same way that they watch television, i.e. in an inattentive, passive way. Reading takes effort and you must make the effort. A wise teacher once told me that you can learn anything if you do three things:

PAY ATTENTION

PAY ATTENTION and

PAY ATTENTION.

There are some simple methods that you can use to pay better attention and get more out of your textbook reading time. Different authors call it different things, but many researchers say that you will improve your comprehension if you somehow "preview" the passage before you actually sit down and read every word.

To do a preview you:

  • take 30 to 60 seconds.
  • look over the title of the chapter.
  • look at all the headings, subheadings and marked, italic or dark print.
  • look at any pictures or illustrations, charts or graphs.
  • quickly skim over the passage, reading the first and last paragraph and glancing at the first sentence of every other paragraph.
  • close the book and ask yourself:
  • ---What is the main idea?
  • ---What kind of writing is it?
  • ---What is the author's purpose?

     

You might not think that you could possibly answer these questions with so little exposure to the material, but if you do the preview correctly, you should have some very good general ideas. If you have a general idea of what the passage is about before you really read it, you will be able to understand and remember the passage better.

When you finally get to the point where you are actually slowly reading the passage, read in a "questioning" manner -as if you were seaching for something. It sometimes helps if you take the heading or title of a chapter and turn it into a question.

For example, if the heading of a section in the text is "The Causes of the Civil War", take that title and switch it into a question like: "What are the causes of the Civil War?". Now you have a goal; something to look for; something to find out. When you are goal-oriented, you are more likely to reach the goal. At least you'll remember one thing about the text which you have just read.

2. Stop talking to yourself when you read. People talk to themselves in 2 ways, by:

 

  • vocalizing, which is the actual moving of your lips as you read, and
  • subvocalizing, which is talking to yourself in your head as you silently read.

Both of these will slow you down to the point in which you find that you can't read any faster than you can speak. Speech is a relatively slow activity; for most, the average speed is about 250 WPM (words per minute).

Reading should be an activity which involves only the eyes and the brain. Vocalization ties reading to actual speaking. Try to think of reading as if you were looking at a landscape, a panorama of ideas, rather than looking at the rocks at your feet.

3. Read in thought groups. Studies have shown that when we read, our eyes must make small stops along the line. Poor readers make many, many more fixations (eyestops) than good readers. Not only does this slow you down, but it inhibits comprehension because meaning is easier to pull from groups of words rather than from individual words or even single letters. Try to read in phrases of three or four words, especially in complete clauses and prepositional phrases. Your mind may internalize them as if the whole phrase is like one big meaning-rich word.

4. Don't keep re-reading the same phrases. Poor readers habitually read and re-read the same phrase over and over again. This habit of making "regressions" doubles or triples reading time and often does not result in better comprehension. A single careful, attentive reading may not be enough for full comprehension, but is often more effective than constant regressions in the middle of a reading. It is best to work on paying closer attention the first time through. Do a preview first before the careful reading and try the tips I mentioned above. You'll remember better without the rereading.

5. Vary your reading rate to suit the difficulty and type of writing of the text. Poor readers always read at the same slow rate. An efficient reader speeds up for easier material and slows down for the hard. Some things were not meant to be read quickly at all. Legal material and very difficult text should be read slowly. Easier material and magazines and newspapers can be read quickly. Poetry and plays were meant to be performed, and if not acted out, then at least, spoken out loud orally. This obviously will conflict with good speed reading method which forbids vocalization. Religious writings and scripture were originally written to be recited and listened to by an audience which was likely to be intelligent, but illiterate. The "fun" of poetry, plays, or prayer is not really experienced if you "speed read" the text.

 

Well congrats, since you just read all this you are already a better reader!