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Sorting out some of the confusion in ‘Learning to Read: A primer | Part 1’

I’ve just been reading ‘Learning to Read: A Primer | Part 1‘. It’s the latest in a long line of publications attempting to clarify for teachers and others what the nature of the task is in the teaching of reading and writing. There are in the document lots of things with which to agree and… Continue reading Sorting out some of the confusion in ‘Learning to Read: A primer | Part 1’

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Some eggsellent advice from scientist Tim Birkhead

Just a few weeks ago I listened to a programme on Radio 4 in which British evolutionary biologist and ornithologist professor Tim Birkhead from the University of Sheffield talked about a mystery which has fascinated him for the past six years. The mystery? Explaining why guillemot eggs are shaped the way they are. [He’s a… Continue reading Some eggsellent advice from scientist Tim Birkhead

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The ill-conceived idea of ‘regular’ and ‘irregular’ spelling – a reprise

This post is a reprise of a post I wrote in February 2016. As its subject matter seems to crop up all the time in discussions about phonics teaching, I thought it would be helpful to re-post it. What do people mean when they talk about ‘regular’ and ‘irregular’ spellings? ‘Regular’, as the dictionary definition… Continue reading The ill-conceived idea of ‘regular’ and ‘irregular’ spelling – a reprise

Teaching Beginning Literacy · Uncategorized

Laying the foundations for literacy

  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

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A class act – St George’s Church of England Primary School.

  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.

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Exploding myths – imploding arguments

Having been round the literacy block a few times, I did permit myself a smile when I read the title of the paper by Anne Castles et al ‘Ending the Reading Wars: Reading Acquisition from Novice to Expert.’ Good luck with that, I thought. And, sure enough, who should pop up with an anti-phonics/anti-Phonics Screening… Continue reading Exploding myths – imploding arguments

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Reading: from working memory into long-term memory

  This post is the third of four, where I share with you the presentation I gave at the recent ResearchEd conference in Auckland, New Zealand. When teaching children to read and write in English, as teachers, our problem lies in devising efficient instructional procedures for teaching the complexities of the English alphabet code, and… Continue reading Reading: from working memory into long-term memory