We teach children to sound out words when they read and to sound out words when they spell. Does that really work all the time, though? Actually, many words are not spelled exactly as they are pronounced. Thanks to Susan Godsland of www.dyslexics.org.uk for flagging up this article by John Walker from the Literacy Blog, where you can […]
Read MoreLearning to Read
How can I tell which phonic programmes and resources are of high quality?
Many schools are having to choose a phonics programme to use in mainstream classrooms or with their catch-up pupils. How can they tell which programmes are of high quality and that they adhere to the principles of Synthetic Phonics? Debbie Hepplewhite has written a really useful list of criteria. Click on the link below: http://www.syntheticphonics.com/pdf%20files/Criteria%20for%20evaluating%20a%20phonics%20programme.pdf
Read MoreHow to decode ‘tricky words’
The Synthetic Phonics approach to reading is to encourage beginner readers to sound out graphemes in a word and blend them together into a word. What to do when they encounter common words with ‘tricky’ graphemes they have not yet been taught? Here is an explantion of how to teach ‘tricky words’ to beginner readers while staying faithful to blending strategies and […]
Read MoreNew Department for Education leaflet for parents about phonics
Thanks Susan Godsland of www.dyslexics.org.uk for flagging up this new leafler for parents about teaching reading with phonics. https://www.gov.uk/government/publications/learning-to-read-through-phonics-information-for-parents
Read MoreWhy is London outperforming the rest of the UK?
Thanks to Joe Kirby for this uplifting report on why London Schools are outperforming the rest of the UK. What is London’s secret? Pragmatic Education blog states that key for this surge of improvement lies in: partnership, leadership and quality of teaching. Things can change for the better! Good news! http://uk.mg.bt.mail.yahoo.com/neo/launch?.partner=bt-1&.rand=e23k2obs35vtj
Read MoreStruggling reader – what we did next
Having reported that one of my struggling reader pupils had suddenly turned a corner and begun to take on alternative spellings, I thought it might be fun to report on my weekly lessons with him and plot his progress. So, today my student arrived with his scooter but without his folder – third week in a […]
Read MoreExplaining Split Vowel spellings
Thanks to Susan Godslandof www.dyslexics.org for flagging up this simple explanation of split vowels from the On Track Reading website. This includes some free downloadable reading exercises with split vowels. http://www.ontrackreading.com/phonics-program/explaining-split-vowel-spellings
Read MoreExplanation of the Year 1 Phonics check by Elizabeth Nonweiler
Thank you, Elizabeth Nonweiler, for this clearly explained Powerpoint presentation about the Year 1 Phonics Check: http://www.nonweiler.demon.co.uk/Y1_Phonics_Check.pdf
Read MoreStruggling reader – a breakthrough!
I had one of those lovely experiences on Thursday, while teaching at the Bloomfield Learning Centre. One of my pupils aged 11 (Year 6) had arrived at the centre as a non-reader. He attended a school where reading had not been taught through phonics or in a systematic way. Unusually for an 11 year old […]
Read MoreMore children with Language Impairment than Dyslexia – must watch video clips
Did you know that Language Impairment is more common than Dyslexia or Autism? I didn’t. One child in every classroom will have Language Impairment. These short and informative video clips from the RALLI (Raising Awareness of Language Learning Impairment) campaign are really helpful for teachers, Sencos, TA’s, parents and children. They shed light on this disability. A must for […]
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