Here is a very logical, straightforward explanation why we all need to be able to read nonsense words. Spelfabet website beautifully and simply concludes that “nonsense words = words we haven’t yet met”. Why wouldn’t we want to teach children a skill that would help them read words they haven’t yet met? http://www.spelfabet.com.au/2012/12/nonsense-words/ This article was flagged up by […]
Read MoreApproaches to Teaching Reading
"How Phonics Got Framed" – a coherent explanation of the phonics debate – a must for teachers
Teachers and parents interested in the phonics debate will want to see this You Tube video clip by Alison from spelfabet. Informed, measured, amusing and true! http://www.youtube.com/watch?v=9e8SJFuGRFM
Read MoreNew buzz word for ‘tricky words’ in the new National Curriculum
This week I learned from Susan Godsland www.dyslexics.org.uk that the new term for ‘tricky words’ in the new National Curriculum is ‘common exception’ words. This term that is rather confusing. Firstly, why exception? Exception from what? Secondly, as Susan pointed out – it is not the word that is tricky/complex/ irregular/exceptional. It is the part of the word – the […]
Read MoreWhy is the term ‘tricky words’ tricky?
The term ‘tricky words’ is used for some common high-frequency words that a beginner reader may encounter. For example words like ‘the’ or ‘said’. These words have complex spellings (graphemes) that the child may not yet have learned. Because these words are so common, there is need in the early stages of reading to provide children […]
Read MoreFind out about the background to the Phonics Debate – a great website – www.dyslexics.org.uk
Happy New Year to all our followers! I recently came across a really good website that explains the different approaches to teaching reading. It discusses the history and rationale behind the different approaches: the Whole Word approach, the Mixed Method approach and the Synthetic Phonics and Linguistic Phonics approaches. It also looks at the evidence that […]
Read MoreTeacher explains her method for achieving fantastic reading results using Totem and Talisman series
Teachers have written in and asked Anne which method she uses to achieve such success (see table in Remarkable Results…. post below) using the Totem and Talisman series. Here is her answer:
Read MoreFantastic reading results using Totem and Talisman Series – case studies
A few weeks ago, out of the blue, we received a letter from an SEN teacher. It included these fantastic results of reading progress of her pupils during 2011/2012, using the Totem and Talisman series. RA = reading age SS = standard score Pupil Year Start RA SS End RA SS Progress 1 6 Sept […]
Read MoreWhy are children still guessing and not decoding?
Reports are coming back from schools that, despite Synthetic Phonics being taught in Reception classes, many children are failing to learn to decode. This has been reflected in the results of the Year 1 Phonics Check, with 58% of children reading 32 out of 40 words correctly. Why is this happening?
Read MoreWhy we need to teach children that graphemes can spell different sounds
Read or listen to a clear explanation why teachers should teach children explicitly about graphemes that can represent different sounds on the Literacy blog. Well worth it! http://www.theliteracyblog.com/
Read MoreShould Systematic Synthetic Phonics be denied to our weakest readers?
The DfE has carefully approved and selected phonics programmes and resources for mainstream classrooms and ‘catch-up’ pupils according to strict synthetic phonics criteria. These are featured in the DfE Phonics Match-Funding catalogue. This follows the Jim Rose report that concludes that Systematic Synthetic Phonics is the best method of teaching children to read. Next we hear that the DfE has […]
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