When teaching the following rule; words with short vowels end in ck and words with long vowels or patterns end in k doesn’t have MEANING to it. If you show a right brain thinker that when you add a clicking camera /c/ in front of the cricket /k/ (crickets make the k, k, k sound) and take the e away – now there’s MEANING to the rule.
When a student is dyslexic, has an auditory processing disorder is ADD/ADHD or has any other specific learning difference, they must learn differently. Their brain will not process simply a rule. Their brain will process what they SEE. The reason is that MEANING is now attached to the concept.
In the video the student SEES an a-e word, writes the word on the whiteboard to show that the sounds and letters go together. Then, the student changes the a-e word to a short vowel word – Notice that the vowel is now represented with a picture (roller coaster “aaaa!”). Pictures represent short vowel sounds and letters represent long vowel sounds or patterns. The student can explain the rule because it has MEANING.