I'm wondering what the routines are like for this child in terms of what she 
does when "working with words?" Does she work with these words for homework as 
well? If the teachers have been using Words Their Way with fidelity, and other 
researched based practices have been used over the course of the last three 
years, I wonder if it has something  to do with genetics. I did some research 
into this after my daughter, who has always appeared to have a learning 
disability when it comes to spelling, yet is now applying to medical school, 
read about a form of spelling dyslexia. If you read the following article, 
you'll see that there is some recent studies associating spelling difficulties 
with DNA. Good luck!
http://www.dys-add.com/resources/RecentResearch/SpellingGene.pdf



________________________________
 From: Heaney Carolyn <[email protected]>
To: [email protected] 
Sent: Thursday, October 24, 2013 12:57 PM
Subject: [MOSAIC] spelling
 

Hi Debra,

Sorry for not being clear. I am the Reading Specialist/ Reading Recovery 
Teacher at my building. I work primarily with the little ones. I attended our 
Intervention and Referral Services team meeting and this child came up. The 
teachers have been using WTW with this child, with almost no progress since the 
beginning of 3rd grade. I have given all my best suggestions but I don't feel 
like they are good enough. I do not actually work with her for writing and 
spelling, but would like to help the classroom teacher out better. I suggested 
activities from Pat Cunningham's work, including Month-byMonth Phonics and 
Making Words: Lessons for Home and School.  Does anybody have any other 
thoughts? 

Thank you,
Carolyn 
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