Phonology is the ability to map letters to sounds which is required when spelling words. However, phonological processing and memory is usually impacted by dyslexia which means that dyslexic learners can have difficulty hearing the different small sounds in words (phonemes) and struggle to break words into smaller parts to spell them. Thus, this chapter provides strategies to assist with spelling difficulties. These techniques range from using mnemonics which involves using memorable phrases or rhymes to help with remembering the spelling of difficult words, using the process of sounding out words, not phonetically, but as the word is spelt, using repetition by using the Copy, Cover, Compare (CCC) technique combined with sounding it out, the Look, Say, Cover, Write, Check method, copying words down from academic papers, or dictionaries and thesauruses to become familiar with the visualisation of the word, and using technology, such as Grammarly, the spelling and grammar checker on word processing software, and / or Google dictionary.

Chapter 5 examines how reporting clauses with the quotative verb SAY are emergent constructions, and offers a comparative analysis of such reporting clauses in the 1978–1988 and 2003–2013 data sets from qualitative and quantitative perspectives. The analytic dimensions studied include the forms, and the semantics of (1) the subject which gives the evidential source, (2) the verb which conveys the act of saying and serves as a quotative, and (3) the optional indirect object and (4) circumstance adverbials. In addition, some of the uses and functions of reporting clauses are discussed. Based on further frequency counts, the conventionalisation and grammaticalisation of two specific clausal patterns are explored in a detailed interactional study.

Chapter 8 is concerned with the question of how a sharp increase in the use of reported speech, and the heightened prominence of the interaction between the LO and the PM in the 2003–2013 sample are related to the constitution of recurrent, patterned courses of action. The small sample of reported speech from 1978–1988 did not yield such courses of action where reported speech with SAY is relevant. This contrasts with the 2003–2013 sample, where two recurrent adversarial courses of action with a patterned use of reported speech were identified: enticing sequences and trading-quotes sequences. Here enticing sequences seem to be a more recent development. By contrast, there is early evidence for a precursor of trading-quotes sequences in the 1978–1988 sample