Once students have learned to read, quantity of reading and deeper interpretation of texts become even more critical. In their podcast, Aerila et al. (2026), present a range of ideas for igniting creativity in reading instruction which their research has … Continued
An analysis by Korochkina and Rastle (2026) of words used in 1,200 popular British children’s books (7-16 years) found that nearly half of the words were made up of more than one morpheme (smallest part of a word that carries … 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
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
An important component of reading comprehension is exposing children to a wide variety of texts and topics. Magazines are a useful resource in this regard, especially those designed for children as they tend to have an abundance of ‘high-interest’ content … Continued