As a school psychologist, I have worked with many children who have trouble with spelling. Common spelling mistakes include:

Using the wrong consonant (e.g., spelling cat as kat)
Using the wrong vowel (e.g., spelling seat as seet)
Leaving out consonants (e.g., spelling kicking as kiking)
Leaving out a vowel (e.g., spelling plain as plan)
Writing only one consonant, when a consonant should be doubled (e.g, spelling butter as buter)
Leaving in an "e" that should be dropped (e.g., spelling riding as rideing)
Leaving out the "silent e" (e.g., spelling kite as kit)
Using ys instead of ies (e.g., cherrys instead of cherries)
Spelling words phonetically when a specific suffix should be used instead (e.g., spelling vacation as vacashin)
Using an "s" instead of a "c" or a "c" instead of an "s" (e.g., absense instead of absence or offence instead of offense)
Forgetting rules like "i before e except after c" (e.g., spelling receive as receive)

The errors above are the most frequent ones I have seen in my career as a school psychologist; however, there are many more types of spelling errors a person can make.

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It's important to note that medication-related mistakes can be made almost anywhere in the supply chain from manufacturer to patient. For example, the drug manufacturer could produce a tainted or unreasonably dangerous medication. A nurse could administer the wrong dosage or drug. A pharmacist could fill out the prescription incorrectly. Or, the patient may bear some amount of fault for not giving the doctor an accurate medical history (e.g., failing to inform the doctor about known allergies or other underlying medical conditions) that would conflict with the medication. In such situations, the doctor may not be liable at all for the patient’s injury.

If you believe that you were prescribed the wrong medication, you should consult with a medical malpractice attorney as early as possible. Medical malpractice claims, like all lawsuits, are subject to a strict filing deadline known as a statute of limitations.

To most intermediate, middle, high school, and college teachers, teaching context clues means helping students consciously identify and apply strategies to figure out the meaning of unknown words through hints in the surrounding text. These hints include pictures, syntax, text format, grammatical constructions, mood or tone, mechanics, and surrounding words that provide synonym, antonym, logic, or example clues

Many of these teachers would also label the structural analysis of the unknown word itself as a context clue. Using morphemes (meaningful word parts, such as Greek and Latinates), syllabication strategies, grammatical inflections, and parts of speech also can help students figure of the meaning of unknown words. Some teachers would also include using hints outside of the text, such as prior knowledge or story schema in their definition and application of context clue strategies.

Teaching context clues for vocabulary development is widely accepted and practiced. However, there is another application of context clues that is not as widely accepted and practiced. This use of context clues is highly controversial and stirs up intense debate about how to teach reading.

Because the initial task of teaching students to read largely falls upon the shoulders of primary teachers, these teachers tend to be more familiar with this debate than their colleagues who teach older students. However, the underlying issues of this debate are just as relevant to intermediate, middle, high school, and college teachers who teach "reading to learn."

The issues of this debate involve whether context clues should be used as the primary strategy for word identification. Word identification generally means the process of pronouncing words by applying reading strategies. Word identification should be distinguished from word recognition, which generally means the ability to recognize and pronounce "sight words" automatically, without applying reading strategies. The role of context clues in word identification is the crucial issue behind the Reading Wars.

On one side of the battle are the "Phonic-ators." These "defenders of the faith" believe that teaching phonemic awareness and phonics should be the primary means of teaching word identification. Fair to say, these teachers place more emphasis on the graphics cueing components of reading, that is the alphabetic code, syllabication, and spelling, than do those on the other side of the battle. The "Phonicators" de-emphasize the use of context clues to "guess" the meanings of words and teach students to decode words in and out of context. These graphics cueing folks are easily identified by their sound-spelling wall posters, their phonics and spelling worksheets, their assessment data matrices, their spelling workbooks, and their decodable paper-book stories. Their file drawers are filled with Jeanne Chall, Marilyn Adams, and Keith Stanovich article summaries.

On the other side are the "Whole Language Junkies." These "defenders of the faith" believe that extensive shared, guided, and independent reading teaches students to read as the readers gradually acquire the reading strategies (with a heavy emphasis on context clues) to identify words in the context of reading. Fair to say, these teachers place more emphasis on the semantic (meaning-making) cueing components of reading, such as the use of context clues, than on the graphophonic (visual and phonemic) components of reading. These folks are nowadays less easily identified because their side is currently re-trenching in today's "No Child Left Behind" educational environment. But, you usually can tell who they are by their CLOZE procedure worksheets, their vast collection of miscue analyses, their personal class library of over 1,000 books (crowding out the spaces set aside for spelling and grammar workbooks), and their signed wall posters of Ken Goodman, Margaret Moustafa, and Stephen Krashen.

Although the generals argue over tactics, the strategic goals of both sides have much in common. Both believe that their tactics should lead to independent meaning-making, that is, reading comprehension should be the objective. Both agree that reading automaticity (fluency) is important and that their teaching methodologies, that is, the sound-spelling connections for the "Phonic-ators," and the "psycholinguistic guessing games (Goodman)" for the "Whole Language Junkies," will best lead to efficient, accurate, and "unconscious" word recognition. Both believe that reading is a complex and interactive process, in which prior knowledge and cognitive ability are important variables to actively address.

So, having identified the two uses of context clues, that is vocabulary development and word identification, is using context clues for word identification a bad thing? My view is that it can be when it is taught as the primary strategy for identifying words. I personally tend to lean on the research that proficient readers rely more on the graphophonic (visual and phonemic clues) as their primary strategies for word identification while struggling readers tend to rely on context clues as their primary strategy for word identification. Kylene Beers, in her book When Kids Can't Read, summarizes the problem of using context clues for word identification: "... discerning the meaning of unknown words using context clues requires a sophisticated interaction with the text that dependent readers have not yet achieved." The proof is in the pudding: if good readers do A, and bad readers do B, then teachers should teach A more than B.

It does make sense that readers need to learn a variety of strategies for word identification so that when one method fails, they have other backup methods to assist. Explicit graphophonic instructional strategies should serve as the first line of attack and semantic instructional strategies, using context clues, should serve as back-ups.

I used the 'MUZZY' movies in elementary school. They are cartoon videos that teach children languages such as Spanish and French. It is funny and entertaining. While the kids are watching the movie, explain to them what the characters are saying and give out worksheets related to what they've just watched. Also, do a lot of fun activities. Coloring worksheets are effective because kids can learn the names of Spanish colors this way.

My daughter is in grade 2, and it was brought to my attention by her teacher that her reading level was below grade level. After 2 months, my child is now reading at grade level and expected to excel beyond. We completed this program and it was fantastic. It was very easy to follow and straightforward. She became so much more confident sounding words out and generally reading.   

I would really like to find the translations of my children's names if they exist.They are Josephine(josie) and Lucille(lucy) I have found Lucy as Liusaidh but I have not found Josie anywhere.Any help would be greatly appreciated.

You want to teach your baby math, and that is great news. You want to know though, what is the best age where your child will learn the most? That is a great question, and as you continue reading you will find your answer.

- Good job Mom or Dad! You want to teach your baby math and this is going to be something that you will be thanked for by your child later. There are a lot of parents that are excited about doing this but they are not sure if this is going to push their child too far too fast. You should not be worried about this. Babies are like little information sponges and it's fine to teach your baby math early on. Let's go on now to talk more about why you should start out at a young age as well as some easy things that you can do to get them ready.

- As I said above your baby is going to absorb information easily. You can actually teach your baby math at an age as young as 1-month-old. No, I did not say 1 year old, I said 1 month old. This is amazing and you will be happy that you can start out right away. As you become more comfortable with teaching your baby you are going to enjoy the process. If you let this time window up to 6 years pass you are really allowing something very special to be missed.

- Now you are wondering what you can do to teach your baby math. There are some simple things that you can do. Some parents use flash cards that are quite expensive others try to just use their fingers and different things like that but the best and easiest way for the parents and for the babies is an online software that is inexpensive as well as designed with your child in mind.

- A mixture of games, colors, and fun is going to allow your baby to get well on the way to being a little genius. You are sure to save yourself a lot of trouble with low grades at school and a lot of times with for your child when you teach them early on.

If you want to know exactly what age your should teach your baby math, it is between 1 month old until they are 6. This is when they will absorb the most.

All the best to you and your children!

Why can't I join busuu.com? I've tried many times to make an account. But when I try to log in, it just says that the password is wrong (even though I know it's right) and asks if I want a new password sent to my email. But when I click where it says "Sorry, [email address] is not recognized as a username or an email address".

I've had the best luck with Gap Maternity, both online and in the back of my local BabyGap store. It is more expensive than Motherhood Maternity, but I signed up for their credit card and have actually been getting really great deals. I find the quality and fit to be better which is good since I have to wear nice stuff to work.

Check out the local superstore they will have a lot of different games. Also good games on Disney.com. These are all educational. The fact is that every game she plays is educational at this age. And also, not every single thing she does every day has to be educational - some things can be just for fun.

Teach your baby math when they are born is the key. This is when their senses are at their greatest, and once they start talking they will learn even faster. Why is it that when they talk they will learn faster? Continue reading my friends to find out.

* Their vision starts developing. When they are babies they want to talk so badly, but everything comes in time. This is where as a parent you have to teach your baby math. You can sing and talk to your child and they will try to copy you. You see, they want to learn and they will listen to you. They are developing what is called their auditory sense.

* They associate sight and sound and become aware that when they 'talks' things happen too. The more interactions there are between you and your child at this stage, the sooner your child will develop their senses. The thinking and feeling processes are also developing and with them a thirst for knowledge. By you stimulating this process it will enhance their ability to make connections, to assimilate, and later to analyze and give meaning to objects and words and the connections between them.

* It is vital for you to interact at this stage, to your child's development. When they listen to your voice talking or singing, it leaves a deep impression on them. They want to talk to you and it shows in their interaction with your actions and the sounds you make. They are so responsive and so eager to learn and this is when you should teach your baby math.

* There is a positive effect on the ability for you to teach your baby math when they can start talking. When they hear their own voice it motivates your child to learn math. You as the parent should get so excited when you hear your child talking. You should show this excitement to your child by clapping your hands, and then your child will get excited and this will stimulate their auditory and visual senses.

* For you to teach your baby math you must develop how your child can associate with things first. Of course, the younger your child learns to talk the quicker they will learn math and reading. The most important thing is to encourage them to hear because he or she wants to say what they hear and this will lead them to want to learn more and more.

I truly hope you see the importance to teach your baby math once they are born, and how when they start to talk they will learn so quickly. Not only will your child have the best beginning that they can have, but you will have created an unbreakable bond with them that no one can take away.

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