Approaches to Teaching Reading

Teaching ‘Silent’ letters

Do you teach ‘silent letters’? Read what the Literacy Blog has to say about them.   http://www.thereadingcentre.com/2011/11/26/silent-letters/

Read More

Top tips for teaching phonics

1. Step-by-step You don’t need to teach the whole alphabet to get reading going. Start with a few letters and get children to build words with them. Our series starts with the sounds s, a, t, i, m. 2. Word-building […]

Read More

How to use decodable books

Phonic Books - Facebook Link Image

How to use decodable books Decodable books are controlled texts that beginner readers can read independently once they have been taught the spellings in the text.  Children learning to read with phonics benefit from reading decodable texts because they allow […]

Read More

Comprehension is only as good as one’s vocabulary

child-reading-books

Comprehension is only as good as one’s vocabulary. So, is there any point in comprehension exercises? Should we be focusing on building meaningful vocabulary? Read this thought-provoking blog by Solomon Kingsworth.   https://medium.com/@solomon_teach/small-is-beautiful-part-two-5fe2cd58f1fc

Read More

Using morphology to teach word structure.

Amber Guardians, Workbook, books 1-10

Do you have children who spell the word ‘jumped’ – like this: ‘jumpt’ and ‘wanted’ like this: ‘wantid’? This is because they are listening to the sound/s at the end of the word. This is because we tell them to […]

Read More

300 High Frequency Word Phonic Chart

Do your children forget spellings from one week to the next? Many teachers issue spelling lists each week only to find that a week or two down the road the children have already forgotten them. At Phonic Books we believe […]

Read More

What is the ‘Matthew effect’ when it comes to reading instruction?

What is ‘The Matthew effect’ when it comes to reading instruction? This idea (mooted by Keith Stanovich) is that children who learn to read in the first three years of their education become fluent readers. They read more, learn more […]

Read More

‘Sound Snap’ – a fun way to teach ‘precise pronunciation’

I have just started to teach a struggling reader  in Year 1.  The first thing I observed from my assessment was that she did not use ‘pure phonic sounds’, also known as ‘precise pronunciation’.  Many of the consonants were pronounced […]

Read More

Should we label deprived children as less able?

Is it dangerous to assume that a child who has not had parental input is less able?  Are we setting low expectations from the very beginning? Quirky Teacher presents some important arguments about making assumptions about pupil ability in Early […]

Read More

What is Balanced Literacy?

When asked how they teach reading, many teachers pride themselves that they are teaching ‘balanced literacy’ in their classroom.  This idea seems to imply that they are covering all the approaches their pupils may need to learn to read.  But […]

Read More