Many older children, especially reluctant readers, quickly stop reading their chosen book, usually with the reason that, ‘It is boring!’ Many of these children choose books based on the illustration on the cover of the book and perhaps the title. … Continued
Once students have learned to decode, prosody becomes increasingly important. Readers need to engage with the text, to understand the underlying messages and infer emotions. When students are able to read with fluency, to read with appropriate intonation and phrasing, … Continued
Donbaloglu et al. (2025) compared the cognitive and reading performance of neuro-typical children with children who had diagnosed ADHD or dyslexia. In the Central Nervous System Vital Signs phase of the study, the performance of children in the ADHD and … Continued
Over the last 15 years or so the theory of a ‘growth mindset’ has become increasingly popular. Willingham (2025) has reviewed the research and this post provides an overview of his findings. What is the growth mindset theory? The research … Continued
Two important components of reading comprehension are background knowledge of a wide range of topics and a rich vocabulary. Reading aloud, especially interactive reading aloud, to children is an effective strategy for developing this knowledge and is even more critical … Continued