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How many sound-spelling correspondences to teach in a phonics session?

I have recently been asked how many phonic patterns (sound-spelling correspondences) I would teach pupils in a half-hour session on average. Though at first sight this sounds pretty straightforward, in reality, it’s a complex question. I’m going to assume that the pupils are beginning readers, aged between four and five years. I’m also assuming that… Continue reading How many sound-spelling correspondences to teach in a phonics session?

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Nyoongar words

All this talk about nonsense words! In the words of Alison Clarke of Spelfabet, they’re simply words we haven’t yet come across. Now, if you should happen to be lucky enough to visit the beautiful city of Perth in Western Australia, and you should take a walk through King’s Park very close to the King’s… Continue reading Nyoongar words

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Barak Rosenshine’s principles of direct instruction 3

In this final posting on the teaching and learning values of Barak Rosenshine, I shall be looking at his fifth and sixth principles of direct instruction. The fifth principle is providing enough opportunity to engage in independent practice. In regard to the teaching of literacy in the early years, I believe that many programmes, such… Continue reading Barak Rosenshine’s principles of direct instruction 3

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Barack Rosenshine’s ‘Principles of direct instruction’ – 2

Moving on from yesterday’s posting, Rosenshine’s third principle focuses on establishing connections between what is currently being learnt and what has been learnt before. In conjunction with reformulating, summarising, elaborating and so on, constantly making connections with prior learning has been shown to aid later retrieval greatly. Carefully scaffolded presentations, followed by plenty of opportunity to… Continue reading Barack Rosenshine’s ‘Principles of direct instruction’ – 2

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Barak Rosenshine’s principles of direct instruction

While in Australia, I managed to get hold of the DSF(Dyslexia -SPELD Foundation) Bulletin (Vol 46) extolling the virtues of John Hattie and Barak Rosenshine. In her piece in the Bulletin ‘Improving achievement … What does the research tell us?’ Mandy Nayton quotes from Rosenshine’s article ‘Principles of Instruction: Research-Based Strategies That All teachers Should… Continue reading Barak Rosenshine’s principles of direct instruction