Author Archive | Lillian

Writing systems

Understanding Written Language

This post provides an overview of Rastle’s (2019) article, Writing Systems, Reading and Language, in which she argues that  written language has diverged from spoken language, communicating different information. Understanding this divergence is arguably key to effective reading and spelling instruction. In classic Greek and Latin, writing was seen as a direct representation of the […]

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Changing Use of Pronouns

There has been some recent discussion regarding the use of the pronoun ‘they’ (instead of ‘he’ or ‘she’) by people who want to be viewed as gender neutral. It is interesting to consider this discussion in the context of the changing use of pronouns over time. Pronouns take the place of a noun (see tables […]

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Comprehension Assessment

Comprehension Assessments

Reading comprehension is assessed in different ways. It can be tested individually (as is often the case for diagnostic purposes) or in groups (such as in state or country mandatory testing). Students may be expected to read narrative, informational or informative texts. There may or may not be time constraints or time pressures. In some […]

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Silent w

Silent ‘w’

There are relatively few words in English which contain an unpronounced ‘w’ (see attached image). The challenge is to help students remember those words. First it is useful to have an understanding of the etymology of the words containing the unpronounced ‘w’. An unpronounced ‘w’ is most commonly followed by the letter ‘r’ (wrap, wrist, […]

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Reading to child

Reading to Children Does NOT Teach Them to Read

There have been many claims over the years that by reading to children they will learn to read with minimal assistance.  Similarly, teachers will often recommend to parents that if their child is struggling to learn to read, then they need to spend more time reading to their child. To all those parents who have […]

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