I’ve just been asked by someone in Australia why it is that the Sounds-Write programme aims to teach to young children multiple spellings of a sound at the same time – the concern being about overloading children’s memories. This is unquestionably the hardest aspect of learning how to read and spell for every single one… Continue reading One sound, different spellings: the Sounds-Write way
I’ve long thought that, when it comes to the teaching of reading and spelling, the TES simply hasn’t got a clue what it is talking about. Never does it miss the opportunity to denigrate the teaching of phonics, even though the evidence in favour of a phonics approach is overwhelming. Yesterday (Friday 1 April 2011),… Continue reading Tickelled pink?