In the context of reading instruction, the ‘Matthew effect’ is the idea that children who learn to read in the first three years of their education become increasingly fluent readers. They read more and learn more vocabulary, which enables them to even read more and comprehend more-advanced texts – so they advance further. Conversely, children […]
Read MoreApproaches to Teaching Reading
Sound Snap: a fun way to teach precise pronunciation
I have just started to teach a struggling reader in Year 1. The first thing I observed from my assessment was that she did not use pure phonic sounds, also known as ‘precise pronunciation’. Many of the consonants were pronounced with an added ‘uh’ sound: for example, /k/ was pronounced ‘kuh’ and /p/ was pronounced […]
Read MoreShould we label deprived children as less able?
Is it dangerous to assume that a child who has not had parental input is less able? Are we setting low expectations from the very beginning? Quirky Teacher presents some important arguments about making assumptions about pupil ability in Early Years assessment. https://thequirkyteacher.wordpress.com/2017/05/13/its-as-if-the-parents-dont-exist/
Read MoreWhat is Balanced Literacy?
When asked how they teach reading, many teachers pride themselves that they are teaching ‘balanced literacy’ in their classroom. This idea seems to imply that they are covering all the approaches their pupils may need to learn to read. But what is ‘balanced literacy?’ Can it be defined or measured? Read this article by Professor […]
Read MoreShould ‘alien words’ be part of the Year 1 Phonics Check?
It is that time of year again and the Year 1 Phonics Check is looming. It will take place this year during the week commencing June 12th. There had been a lot of criticism about the check in general but specifically about the nonsense, ‘alien words’ in the check that children are asked to decode. […]
Read MoreHow to teach high-frequency words
High-frequency words are common words in the English language. Many teachers believe that it is useful for children to learn to read and spell these words as soon as possible. The problem is that many of these words have complex spellings. This means that children may find it difficult to read and spell them until […]
Read MoreQuestions about the efficacy of phonics
If you are not convinced that phonics works for everyone or feel that you have tried it and still some of your pupils struggle – here are answers to often held views about teaching to read with synthetic phonics. Professor Pamela Snow addresses each argument. http://pamelasnow.blogspot.co.uk/2017/01/the-story-of-ugly-duckling-aka-phonics.html
Read MoreIt’s time all teachers had a good grasp of synthetic phonics
Five years after the introduction of synthetic phonics into classrooms, it is time that teachers made it their business to have a good understanding of synthetic phonics and what science tells us about effective ways to teach reading. Read this short article on the Phonics Blog by Mike Lloyd-Jones. http://www.phonicsblog.co.uk/
Read MoreA Word on Curriculum
I teach English Language Arts in Alberta, Canada at the high school level. The program of study, at this stage, is largely geared towards literary interpretation and analysis, represented through t… Source: A Word on Curriculum
Read MoreHow the Phonics Check can help teachers and Australia should adopt it
Here is a fantastic blog by Spelfabet on how the Phonics Check makes teachers’ lives easier and why Australia should adopt it. Thanks Spelfabet! http://www.spelfabet.com.au/blog/
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