# Analysis of spelling errors from the ‘dyslexic sight words’ list

## TL;DR

This study analyzes spelling errors in a list of words for dyslexic children, showing how syllabic complexity and irregular spelling affect their writing.

## Contribution

The study introduces a semiological classification to better understand spelling errors in dyslexic and non-dyslexic students.

## Key findings

- Dyslexic students made more spelling errors due to complex syllabic structures and orthographic irregularity.
- Syllabic patterns beyond consonant-vowel structures challenge all students during early literacy.
- The classification supports teaching strategies and teacher training for dyslexic students.

## Abstract

In this study the spelling errors of the ‘Dyslexic Sight Words - DSW’ list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.