Toste et al. (2020) have just published a meta-analytic review of 132 research articles (involving over 690,000 participants) investigating the relationship between motivation and reading achievement among students from kindergarten through to the 12th grade (it is a USA study). … Continued
Schlesinger and Gray’s (2017) article on the impact of multisensory instruction on learning letter names and sounds, word reading, and spelling provides a very good example of the importance of critically analysing research. In their abstract, they stated that “multisensory … Continued
The research shows that there is a high correlation between the depth of a child’s vocabulary knowledge and reading comprehension (Ouellette, 2006). The more words a child understands, the more they are able to comprehend what they are reading. So, … Continued
The homophones ‘passed’ and ‘past’ are commonly confused. ‘Passed‘ is the past tense of the verb ‘pass’ meaning to go forward, proceed or depart and it can refer to movement in time, space or in action. Time: He passed the … Continued
Often as parents it is difficult to find the balance between scaffolding our children’s attempts at reading versus figuratively ‘standing back’ and letting our children take the lead in solving the difficulties they encounter. When it comes to reading, we … Continued