Phonics screening check · Uncategorized

The 2017 South Australia Phonics Screening Check (Part II)

Following on from yesterday’s post and some broader observations about the South Australia Phonics Screening Check, I want now to look at the detail of the Check. I’m not going to go into the issue some people have with pseudo or nonsense words. The rationale for using pseudo words has been explained many times before.… Continue reading The 2017 South Australia Phonics Screening Check (Part II)

Phonics screening check · The Phonics Screening Check · Uncategorized

The 2017 South Australia Phonics Screening Check

So, after much kerfuffle and a huge amount of opposition from a wide range of (mainly) university academics, the teaching unions, and assorted self-proclaimed pundits, South Australia has just reported the results of an opt-in version of the Phonics Screening Check. It was taken between 7th and 18th August 2017 and it was exactly the… Continue reading The 2017 South Australia Phonics Screening Check

Uncategorized

Decodable readers, systematicity and practice

Guest post from James Lyra Recently on the various Dyslexia Support pages, there have been many questions about ‘decodable’ books. Here is my take on the topic. Technically, every written word in the English language is decodable, because every written word is a symbolic representation of the spoken word i.e. letters are symbols (created by us… Continue reading Decodable readers, systematicity and practice

Uncategorized

Why we should be using but not teaching nonsense words

  Nonsense words are, by definition, words a child will never have seen before. Because children won’t have been exposed to them, they won’t be able to use their visual memories to read them. As a matter of fact, educational psychologists have long been aware of this and have used nonsense words as part of… Continue reading Why we should be using but not teaching nonsense words

Uncategorized

In memory of Dave Philpot, co-founder of Sounds-Write

  David and I first met almost twenty years ago, by which time, he’d been working as an educational psychologist for Wigan Council for more than twenty years. What brought us together was our mutual commitment to teaching children to read. During his career, David realised that the problem behind many of the things that… Continue reading In memory of Dave Philpot, co-founder of Sounds-Write

Uncategorized

What to do about the boy who hates writing

Although I’ve been asked this question a number of times in the past, today I was confronted with it again. The question was: ‘What should I do about my boy? He hates writing.’ So, assuming that the boy wasn’t given some kind of emotional or physical shock when he first picked up a pencil, there are… Continue reading What to do about the boy who hates writing

Uncategorized

3 Reasons why segmenting is the mother of all skills in learning to read and spell

At Sounds-Write, we always begin each section of our teaching programme with word building? There are three main reasons: First, we are teaching children that spellings stand for sounds in the language – our threshold concept. All children learn the sounds of their language without having to be taught explicitly. All they need is exposure.… Continue reading 3 Reasons why segmenting is the mother of all skills in learning to read and spell