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		<title>Morphemes and Meaning</title>
		<link>https://thatspellingthing.com/word-study-sens-sent/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Wed, 08 Jan 2025 18:39:14 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<category><![CDATA[Morphology]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=10254</guid>

					<description><![CDATA[Who is this for? Students They&#8217;ve finished That Reading Thing or another speech to print program and are reading with more fluency, confidence and understanding. They consistently use the strategies from That Spelling Thing. They&#8217;re now ready to dive deeper into spelling and vocabulary both to improve reading comprehension and to develop &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/word-study-sens-sent/" aria-label="Morphemes and Meaning">Read More</a>]]></description>
		
		
		
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		<title>Creating a culture of spelling</title>
		<link>https://thatspellingthing.com/creating-a-culture-of-spelling-in-your-classroom/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Wed, 13 Nov 2024 10:00:38 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=5570</guid>

					<description><![CDATA[There are two reasons for teaching spelling through a consistent approach like That Spelling Thing. 🟢 The first is obviously to make sure students are spelling accurately and increasing vocabulary. 🟢 The second is equally important if not as obvious. That Spelling Thing helps create a culture of spelling in your classroom. &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/creating-a-culture-of-spelling-in-your-classroom/" aria-label="Creating a culture of spelling">Read More</a>]]></description>
		
		
		
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		<title>pt and eo graphemes &#8211; morphemes &#8211; etymology</title>
		<link>https://thatspellingthing.com/pt-and-eo-graphemes-morphemes-etymology/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Wed, 07 Aug 2024 15:42:45 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=10085</guid>

					<description><![CDATA[Summer spelling series, Question 2 is a quiz. Answer yes, no or maybe for each of the following. 1. &#60;pt&#62; is a grapheme. 2. &#60;pt&#62; is part of a morpheme. 3. &#60;eo&#62; is a grapheme in &#8216;people&#8217;. 4. &#60;o&#62; marks something about the history of the word &#8216;people&#8217;. Someone has asked a &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/pt-and-eo-graphemes-morphemes-etymology/" aria-label="pt and eo graphemes &#8211; morphemes &#8211; etymology">Read More</a>]]></description>
		
		
		
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		<title>Plural cancelling e</title>
		<link>https://thatspellingthing.com/plural-cancelling-e/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Wed, 07 Aug 2024 10:19:04 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=10082</guid>

					<description><![CDATA[What to teach instead of &#8216;plural cancelling e&#8217;.  &#160; Does the final &#8216;silent&#8217; &#60;e&#62; in words like house, moose, because etc exist to remind people it is not a plural or a 3rd person singular? I&#8217;ve been told this comes from Orton Gillingham but do correct me if I&#8217;ve got that wrong. &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/plural-cancelling-e/" aria-label="Plural cancelling e">Read More</a>]]></description>
		
		
		
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		<title>Phonics resources for ESOL</title>
		<link>https://thatspellingthing.com/phonics-resources-for-esol/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Tue, 02 Apr 2024 07:43:23 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=11051</guid>

					<description><![CDATA[We&#8217;ve moved this page to That Reading Thing.]]></description>
		
		
		
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		<title>Spelling Photosynthesis</title>
		<link>https://thatspellingthing.com/spelling-photosynthesis/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Mon, 20 Dec 2021 11:20:50 +0000</pubDate>
				<category><![CDATA[Curriculum/Subject Words]]></category>
		<category><![CDATA[How to Teach Spelling]]></category>
		<category><![CDATA[Science]]></category>
		<category><![CDATA[Spelling Error Analysis]]></category>
		<guid isPermaLink="false">http://trt-for-teachers.com/?p=397</guid>

					<description><![CDATA[Here&#8217;s an updated version of a post which was originally a response to this tweet: Of course #syntheticphonics is vital, but does it help a child spell photosynthesis in Yr. 5? We need to equip ALL children with ALL the tools to succeed. #syllables It&#8217;s a reasonable question that highlights two issues: &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/spelling-photosynthesis/" aria-label="Spelling Photosynthesis">Read More</a>]]></description>
		
		
		
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		<title>Evidence informed spelling</title>
		<link>https://thatspellingthing.com/evidence-informed-spelling/</link>
					<comments>https://thatspellingthing.com/evidence-informed-spelling/#comments</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Thu, 26 Aug 2021 17:00:11 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=7649</guid>

					<description><![CDATA[What follows is for professionals who are offering phonics advice to parents and/or teachers. Please check all your content, especially when stated as &#8216;rules&#8217;, against a credible source, i.e. make it &#8216;evidence based&#8217;. Errors happen and I depend on people to be gracious when they spot mine, but the example below is &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/evidence-informed-spelling/" aria-label="Evidence informed spelling">Read More</a>]]></description>
		
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		<title>Spelling and the science of reading</title>
		<link>https://thatspellingthing.com/spelling-science-of-reading/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Mon, 14 Jun 2021 12:57:21 +0000</pubDate>
				<category><![CDATA[Dyslexia and Spelling]]></category>
		<category><![CDATA[How to Teach Spelling]]></category>
		<category><![CDATA[sciece of reading]]></category>
		<category><![CDATA[spelling and the science of reading]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=3173</guid>

					<description><![CDATA[Today&#8217;s guest blog is from Georgina Mavor, senior That Reading Thing trainer from Western Australia. Her background in psychology gives such depth to her work with students who struggle to read and write. I&#8217;m thrilled to be able to share her wisdom here. Most That Spelling Thing discussions are about classroom practice. &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/spelling-science-of-reading/" aria-label="Spelling and the science of reading">Read More</a>]]></description>
		
		
		
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		<title>Evaluating spelling strategies</title>
		<link>https://thatspellingthing.com/spelling-strategies-mnemonics/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Sat, 23 Jan 2021 15:51:47 +0000</pubDate>
				<category><![CDATA[Curriculum/Subject Words]]></category>
		<category><![CDATA[How to Teach Spelling]]></category>
		<category><![CDATA[Spelling Mnemonics]]></category>
		<category><![CDATA[evaluate spelling strategies]]></category>
		<category><![CDATA[secondary school spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=7111</guid>

					<description><![CDATA[As so often, it started with a tweet when a teacher asked: Does anyone have any tips or tricks for teaching pupils (read: me) how to remember the spelling of camouflage? Ideas were offered by people self-described as KS3/4 teachers of physics, maths, English, French, science, biology, RE, heads of year, departments, &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/spelling-strategies-mnemonics/" aria-label="Evaluating spelling strategies">Read More</a>]]></description>
		
		
		
			</item>
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		<title>Spelling &#8216;entrepreneur&#8217;</title>
		<link>https://thatspellingthing.com/spelling-entrepreneur/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Thu, 09 Jul 2020 09:25:54 +0000</pubDate>
				<category><![CDATA[How to Teach Spelling]]></category>
		<guid isPermaLink="false">https://thatspellingthing.com/?p=10019</guid>

					<description><![CDATA[A homeschooling parent has written asking for help teaching complex subject words including &#8216;entrepreneur&#8217; and &#8216;entrepreneurial&#8217; with her dyslexic teens. Here&#8217;s the answer based on the strategies in That Spelling Thing which is available from Amazon in your country. First, I want to stress how much I had to slow down and &#8230; <a class="kt-excerpt-readmore" href="https://thatspellingthing.com/spelling-entrepreneur/" aria-label="Spelling &#8216;entrepreneur&#8217;">Read More</a>]]></description>
		
		
		
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