Scaffolding the teaching of multisyllabic words – simple to complex Many teachers are focused on teaching children how to sound out graphemes (spellings) and to blend sounds together into words. They will even be teaching children how to manipulate phonemes in phonemic awareness activities. These are all essential underlying skills necessary for learning to read. […]
Read More
Often when I read with a pupil, I need to remind her/him (and myself) to point to the words. As fluent readers we don’t point to words on the page, but sometimes if we come across a difficult or new word we are trying to work out – we will use our finger to work […]
Read More
Beginner readers need a great deal of practice. Where possible, sending home decodable books is an important opportunity for reading practice. It is difficult for the teacher or teaching assistant to hear every child read every day or even every week. So, an adult reading at home with the child has a very significant role […]
Read More
Word chains are really important for all children learning to read, especially struggling readers. Some programmes call this activity ‘Sound swap’ (Sounds-Write) or ‘Switch it’ (Reading Simplified). Why word chains are a useful teaching tool Word chains offer children practice of the underlying skills of reading: blending, segmenting and phoneme manipulation (adding, deleting and swapping […]
Read More
I recently listened to a webinar by Dr Susan Brady and there some really important points I wanted to summarise for busy teachers. Focus what is supported by evidence to accelerate learning We are now racing against time to reverse the learning loss that took place over COVID. It is so important that we focus […]
Read More
Decodable books have a very specific and limited purpose in the process of learning to read. They provide reading practice as children learn to use the sound/letter correspondences they have been taught, and the strategy of blending sounds throughout the word. As their code knowledge grows, children will be able it to apply this to […]
Read More
English is complex and we need to teach reading in a structured way from simple to complex. Unfortunately, there is no avoiding high-frequency words with spellings the children haven’t learned yet because they are present in even the simplest of sentences, e.g. ‘The cat is on the mat’. In the very first sentences children read […]
Read More
Decodable books build ‘reading muscle’ – another great post from Spelfabet. If you are wondering why kids need to read decodable books in order to become fluent readers – here is the answer! All adults can find listening to beginner readers agonising and at times, it can be hard work for both the child and […]
Read MoreThe Department for Education has announced that is it ‘retiring’ the ‘Letters and Sounds’ programme which was published in 2007. In its place, it is asking publishers to submit their phonics programmes for revalidation. Initially, the DfE planned to update ‘Letters and Sounds’ but then decided to allow schools to create programmes, based on their […]
Read More
We know that phonological awareness is one of the 6 components of learning to read: phonological awareness – being able to identify sounds in words which includes, syllables, rhyme, alliteration and phonemes. phonics – to recognise letters and combination of letters that represent the 44 sounds of English fluency – ability to read with pace, […]
Read More
