“I want to align my practice to the Science of Reading, but I don’t have support from my administration team or colleagues...what do I do?” “I am a school leader and would like to start the process of aligning our practices to the Science of Reading, but I just don’t know where to start, HELP!”… Continue reading Change Management: The Science of Reading
Guided reading: what is it, why is it ineffective and how can we change it to reflect reading science? Let's start by looking at the Simple View of Reading (SVR), The Cognitive Foundations of Learning to Read framework (William E. Tunmer) and Scarborough's Reading Rope. The Simple View of Reading READING COMPREHENSION = DECODING X… Continue reading Guided Reading: an alternative approach
As much as I would love you to read my entire post about the ins and outs of picture book and novel spines, I appreciate that some of you would just like to see the list and be done with it! Here is the PDF version of my school's picture book and novel spine, straight… Continue reading Developing a picture book and novel spine
April 2019 For the past three days, I have had the privilege of attending the DSF (Dyslexia SPELD Foundation) Language and Literacy Conference in Perth. Many of the world’s leaders in literacy presented, Carol Tolman, Kathy Rastle, Stanislas Dahaene, Pamela Snow, Lorraine Hammond and Alison Clarke to name a few! One of the biggest messages… Continue reading Understanding articulatory gestures to inform phonics teaching practices (for teachers)
Recently I was asked this question on my Speechie Teach Instagram account: “My student can blend and segment CVC words orally, knows his letter-sounds, but can’t decode CVC words. How can I help?” For people experiencing this same problem, I have a couple of questions and suggestions which might make it easier to identify where… Continue reading “He can blend and segment, but can’t decode”
Why can't my students comprehend what they are reading? Should I be teaching comprehension strategies? Reading comprehension, explained by the Simple View of Reading (Rose Report, 2006) and The Reading Rope (Scarborough, 2001) . As I have discussed in previous posts, fluent reading can be explained by the Simple View of Reading, as well as… Continue reading Why ‘fluent’ readers still can’t comprehend.
Just a quick blog post this time to show you all a decodable reader Individual Student Profile I have made, specifically for emergent readers (students who are still learning the initial and extended phonics code). Decodable reader Individual Student ProfileDownload The reading profile is designed to track students' reading behaviours/strategies over a set amount of… Continue reading Decodable Reader Individual Student Profile
PHONICS SPELLING TEST- Stephanie Hatton copy I have just finished completing this document- Termly Spelling Reviews (Initial and Extended Level 1 Code). It is based on the Phonic Books phonic sequence initial and extended level 1 code (and some basic spelling rules). It can be used to track SPELLING when using explicit synthetic phonics programs… Continue reading Termly Spelling Reviews- Synthetic Phonics
Oral language development: critical factor for literacy success: The critical role that strong oral language plays in literacy development has long been well established (Dougherty, 2014; Hart and Risley, 2003; Snow, Burns & Griffin, 1998). Oral language involves both receptive language (what can be understood) and expressive language (what can be conveyed). Educators require a… Continue reading Combining Talk for Writing with Aboriginal perspectives: A Kimberley project.
As teachers, you may be familiar with some of these terms, you may even be using them in your classroom as part of structured synthetic phonics. But what is the difference between graphs and thongs and is it important for reading instruction? First of all, let's breakdown the morphology and etymology of the word. THONG=… Continue reading Digraphs, trigraphs, morphographs, diphthongs, monophthongs and more!