Whether you’re a religious person or not, the gospel according to St Matthew is a veritable treasure trove of useful stories and proverbs that provide useful analogies to the process of learning to read. Keith Stanovich was inspired by Matthew Chapter 25, v 20 to call one of his most quoted papers on the… Continue reading Laying the foundations for literacy
While there has been much interest in cognitive load theory (CLT) – Dylan Wiliam, quoted in Greg Ashman’s blog Filling the pail, says he thinks it is ‘the single most important thing for a teacher to know’ – very little has been written that specifically address early years teaching. One aspect of CLT discussed by… Continue reading Cognitive load theory, element interactivity and phonics teaching
Following on from my last post, here, after three years of Sounds-Write, are the results from St George’s CEPS at the end of Year 2. As before, if you look at the table, which I have anonymised, you can see that 30 children in Year 2 (the end of their third year of schooling) did… Continue reading A Class Act, Scene 2, Year 2
There has been much talk recently about how successful various approaches to the teaching of reading are. At Sounds-Write, we encourage schools using our programme to give their pupils a spelling test. The reason for this is that spelling is highly likely to give a much more accurate picture of a pupil’s literacy than… Continue reading A class act – St George’s Church of England Primary School.
