Gabbys Wordspeller Esl

If you don't know the first 2-3 letters a word starts with how do you find it in a dictionary?

Gabby's Wordspeller_(c) Dictionary invites you to misspell your word in Spanish or English to quickly locate over 100,000 correctly spelled words. Gabby's is a learning resource tool in that each English root word you locate will provide homophones, confusable words, suffixes and prefixes.

SI no conoces las primeras 2-3 letras una palabra comienza con cómo la encuentras en un diccionario?

Gabby's Wordspeller_(c) Dictionary te invita a escribir mal tu palabra en Español o Inglés para localizar rápidamente más de 100,000 palabras correctamente escritas. Gabby's es una herramienta de recursos de aprendizaje en la que cada palabra raíz en inglés que encuentres proporcionará homófonos, palabras confusas, sufijos y prefijos.

Search for you misspelled word using either Spanish or English alphabet letters in this Wordspeller Dictionary. Locate commonly used American English words with multiple misspellings per word based upon their phonetic sound. Brief definitions allow for quick referral to the proper word you wish to use allowing you access (a bridge) to a standard dictionary for further definition. Extensive cross-referencing allows for words that are either similar in meaning, sound or spelling.

Is it 'petal' or 'pedal' or 'peddle'? Spanish letters are cross-referenced with English spellings as well. Spanish words such as 'jiubili, yubili, llubili' sound like 'jubilee' in American English. Asian vowel sounds such as 'lau, low or loh' closely resemble the word, 'law' in English.

Localice su palabra con la ortografía española, como:

• Ais o aiz = ice/eye(s)
• Llaquet o yaket o yaquet o llaket = jacket

• Leit = late

Defined Prefixes and all available Suffix endings are listed with each word. Use this resource learning tool as a bridge to go from the sound of your word to a standard dictionary. Satisfies all common core standards. Most proper nouns are not listed unless employed in everyday use (e.g. months, days, animals, legal, medical). Dictionary is printed in a horizontal position to allow smaller hands (children grades 3-6) to more quickly navigate. For a vertical (standard) layout please locate Wordspeller ESL; Phonetic Dictionary edition listed with most book distributors or contact the publisher . Larger database of this book available as an App named Wordspeller ESL Dictionary for Apple or American Wordspeller ESL for Android, for all digital devices.

"For some children it certainly is a useful resource in the classroom. Many children think and spell the way the dictionary is set up. The most favorable quality about this type of reference book is that some children try to look up words as they sound, not as they are spelled. The size and vertical text style was certainly manageable for my fifth grade students, in fact several of them commented on how much they liked the way the book was set up...I would recommend this dictionary for kids in grade 3 and up. Third graders want everything to be spelled correctly but often are just moving from the 'sound it out' stage. This dictionary lets them sound it out while discovering the correct spelling of the word...

The best quality of this book is that kids can look up words by the sounds they hear. The kids thought it was 'cool' that the book was printed 'sideways'. It made it easy for them to flip through to find the starting letter of their word." Robin Sage, Susan Habersetzer, Marie Godsey, 5th grade teachers, Skyline Elementary, Tacoma, WA

"I don't approve items for sale for my school districts. But this book will be an excellent tool for my students, you have my permission to introduce this book to all the schools." Dr. Tony D. Smith, Superintendent, Oakland Unified School District, CA

"I want you to take this book to all the schools in my district." Dr. Garn Christensen, Superintendent, Eastmont School District, WA

"What a wonderful, wonderful book! Thank you for thinking of the so many kids who do struggle..." Dr. Donna Beegle, Educational Leadership, Portland, OR

"Diane, your book is a wonderful idea for children learning to read/spell...at first whole language may seem to be successful in teaching children to read. In essence, however, this look-say approach teaches children to read by memorizing one word at a time. It does not teach them how to break the code for reading any book in English - or for spelling any word." Dr. Candace De Russy, "The Phonics Counter-Revolution"

"Hi Diane, I bought your book for my daughter who has always had a hard time in school spelling, she was in special ed classes for reading and writing. She saw your book and had to have one. Her boyfriend saw it and liked it too. These are kids in their 20's who are using your book for college classes! Thank you so much for the help you have given them with your book. I feel the more people who know and use the book the better. Most important to me is that it helped my daughter and I cannot thank you enough! You did a great job! It may take time but I feel your book will be a regular like the dictionary and the thesaurus books!" Kary Foltz, Parent, Laytonville, CA

"Several students have used their whole class period looking up words. One even stated, "Look, we can now spell dyslexic when we tell people what we have. Great day! Thanks so much!" Valarie, Teacher, Early Middle School, TX

"My interest in purchasing Gabbys dictionaries stems from my own search for a means for students to gain access to the correct spelling of some words when no outside help is available." Michael A. Gyori, Maui International Language School

"...This reference book should be in every school library, in every classroom and at home on every student's desk. It is the key to independence for every learner." Abigail Marshall, Davis Dyslexia Association, International

"I do use the first edition (Gabbys Wordspeller) all the time. It really is a remarkable book." Gail Wieczorek, Follett Corporation Co

"As a high school English teacher for 14 years, I highly recommend this book!" Dr. Marlene Inverso, M.S.Education Reading Specialist & Learning Consultant

Diane Frank, born in 1959 had served in the military, been a pilot, hot glass artist, carpenter, sheetmetal fabricator, tile setter, grantwriter and single mother of 2 when it all came to a stop when injured in an accident in 1996 (a story she relates in her dictionaries). In this transition between being self-empowered to completely powerless, she unknowingly adopted a new role as lexicographer. Inspired by her daughter who struggled with spelling throughout her education due to her challenge with dyslexia, Diane set about developing a methodology for a word speller, something she was compelled to manage while confined to a bed for nearly 2 years. This word speller was to be based on the phonetic pronunciation of a word intended not only to help her daughter who spelled words by the way they sound, but to help other's struggling to locate a misspelled word quickly and effortlessly without embarrassment or doubt. As the methodology evolved she realized the word speller must also incorporate a dictionary. When encountering homophones and confusable words how, other than by defining each word, would anyone differentiate as to which word was which? She became taxed with not only providing misspelled words and their correct spellings but their definitions as well. How would someone differentiate between a word 'spelled the same' but had other meanings (such as spoke, right or wear)? Or how about words that sound the same but are spelled differently (they're, their, there)? Adding suffixes to those words became necessary as well. If you are irate, can you be iratable? If you have ski's are you going sking? And do you drop the 'e' or 'y' to add an 'ing'? How do people who don't have the luxury of 12 years of English education manage these invisible rules? Suffixes - Diane researched via 6 dictionaries to make certain she had acquired every conceivable suffix available for each root word to become engrained into the word speller. Does any resource tool do this? Her study of Latin for 3 years taught her that knowing the definition of a prefix was halfway to knowing the meaning of a word. She then implanted every available prefix plus their definitions into each word speller. While developing the methodology for the phonetic dictionary she became overwhelmed to learn there were over 500 ways to misspell words such as 'physician', realizing she must be selective as to which misspellings would be allowed into print due to the cost of printing and purchasing a book. As she prepared for publishing, over 1/2 of her database had to be removed to keep the book to a manageable 500 pages. Her completed work, "Gabby's Wordspeller & Phonetic Dictionary" was the first phonetic dictionary ever written this century and published in 2008. By 2010, her dictionaries, without advertising, were already distributed to over 11 countries and 800 school districts. Still, Diane was challenged with what to do with over 1/2 of the dictionary that had not been printed but could be useful to those challenged with spelling. In her travels to Mexico in 2008 by invitation to introduce the dictionary to the Universidad de Colima, she learned that Mexicans were very eager to purchase the book. But felt it was inadequate in breadth since many Spanish letters are transposed in English. She then began to compile, with the help of a Mexican translator, lists of misspelled words in Spanish for incorporation into yet another dictionary for Latino's learning English for the first time. In 2010 she had amassed an additional 40 pages of misspelled Spanish words which proved, once again, to be daunting as the database grew more monstrous when combined with half the database that remained unpublished. At this time Diane made a decision to turn towards developing Apps which could handle a sizeable database. In 2012, the Apps became available to digital devices. Gabrielle Purcell was born in 1985 with the gift as a 'picture thinker'. She could manage any Rubics cube in less than a minute, recite every storybook that was read to her after the first reading. With the memory of an elephant filled with vibrant, happy energy and surrounded by a loving, accomplished family as a child, all was blissful. At the age of 8 she would swim over 13 lengths of an Olympic sized pool without becoming breathless, had generated numerous friends she loved to play with, had no issues with keeping her room clean and participating in all household chores, apparently loving her life. And then there was school, the third grade, where her dyslexia would be revealed. Third grade is an age where children are tasked with reading and writing. This period in their lives will dawn and separate one child from another. A horrible period where an entity new in the world, ready to grasp all concepts to master in their own individuality may meet with a serious roadblock...a learning disability with no repurcussions prior. It was at this time in Gabbys life where she faced a realization that the world would not be that happy playground where she could mold her reality any way she desired. She learned a new word, stress, which would grow throughout her educational career further attempting to divide her from what was possible to what would become manageable. The age of 8 is also where teachers begin to imply the necessity to force children with a drug to sedate and force focus in the classroom. That magical age where a 'soon to be adult' observes the behavior of adults around her as they deal with forcing a round peg into a square hole. The drugs that were insisted upon her made her ill. She became unhappy that she had been ostracized by the 'norm' and felt unacceptable for the first time in her life. Where to go with all this emotional drama with the brain of an 8 year old? She was forced to change. Change what? Defying societal norms, her mother supported Gabbys desire to forego the drugs and allowed her to partake in the skills on how to manage running a household and very similarly, a business. By high school, Gabby determined to 'hang it up'. She quit school and took her artistic talents, her gift of gab, her ability to memorize and recite, her natural ability to size people up, her compassion and ability to forgive others of their shortcomings and embarked out into the world on her own without a 'diploma' that is so highly regarded in American society. The world was a more navigable place than her schooling had insistently indicated. She generated circumstances where no one was unhappy with her being different while skillfully weaving situations where everyone experienced 'win-win' due to her ability to interpret people's needs, wants and desires. Starting at the bottom without a high school education would become a mute point by the time Gabby was in her mid-20's. She became highly valued by employers by being exactly who she was. The skills she honed endeared her to successful entrepreneurs who found her ability to deal with the public invaluable. Gabby in her mid-30's had developed a career that witnessed her innate talents providing her all she could ever want. Happily married with a beautiful son, a sporty car, a 'baby mobile', a beautiful home nestled in a city she chose to move to, a city she loved. Her income provided her all the luxuries of middle class with medical and dental coverage, manageable finances, the ability to house and tend to her father along with all her other duties to family and society. She grew the company who employed her from hundreds of thousands to millions within a few short years defying the 'labels' that had been placed upon her from the age of 8. You will find very few books in her home today as a reminder to her past struggles. You will find instead a cell phone, a cell phone she wields like a Samarai with a scathe. Abigail Marshall is the author of Autism and the Seeds of Change, When Your Child Has ... Dyslexia, and The Everything Parents Guide to Children with Dyslexia. As a parent of a son who once struggle with dyslexia, she discovered a wide gulf between the academic and scientific view and the day-to-day, practical realities of parenting or teaching a child labeled with a learning difference. She is interested in writing books that help bridge that gap; that provide direct, usable information in language that can be understood by lay readers, that is open to new ideas, and includes an objective and grounded perspective on relevant scientific research. Abigail also manages and writes content for several web sites, including and She is a parent of two, grandparent of one, and lives in California with two feisty but loving terriers.

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