Parents often wonder that if their child has difficulty with reading will he automatically have difficulty with spelling. In my experience, the answer is usually yes and easy to understand. Children that need to be taught through a structured reading approach, such as Orton-Gillingham or Wilson Reading also need to understand spelling through that same structure- a structure that goes hand-in-hand with words they’re reading. Some children need a lot of reinforcement while others advance more quickly. I’ve taught many students that are reading near grade level but their spelling is way below.
So how would a teacher help an advanced student learn how to spell “dyslexia” in a structured way? She might talk about the Greek foundation of the letter Y saying /i/ (short vowel sound); “lex” a decodable second syllable; “i” saying /e/ (long vowel sound) after an accented syllable and the last syllable which is the unaccented /a/ that makes a short /u/ sound.
Students learn that they can trust the spelling approach because their reading foundation reinforces it and visa versa.