Every subject has vocabulary that students need to understand in order to make sense of the content being taught. The current research suggests (see for example Rastle, 2018) that skilled adult readers routinely use morphological knowledge in addition to knowledge … Continued
This episode discusses how to use generative AI in the classroom to generate comprehension questions with specific reference to research by Yang and colleagues. The aim of their research was to showcase how to prompt ChatGPT to generate high-quality questions … Continued
Laskay-Horvath and colleagues (2025) investigated how different domains of working memory impacted on reading performance and how this association changed with age and reading expertise. The following provides an overview of their research. Background: Research: Results: Discussion: Implications for reading … Continued
Kim (2026) argues that when we understand the connections between reading and writing it has profound implications on how we assess, teach and support students. This post provides an overview of Kim’s article in which she provides a synthesis of … Continued
Proficient readers can look at a sequence of letters and automatically recognise them as being familiar and associate them with the correct pronunciation of a word or a morpheme (prefix, suffix or stem). Words that can be instantly recognised are … Continued