Truckenmiller and Chandler (2023) provide an overview of some of the research around effective writing instruction positively impacting on both writing and reading achievement. The following in an outline of their key points: Theories of reading and writing co-development Interventions … Continued
There is a growing body of evidence showing a strong correlation between a reader’s morphological skills and reading comprehension. Levesque et al.’s (2018) longitudinal study investigated whether morphological awareness, morphological analysis or a combination of both most influenced the development … Continued
Before students can comprehend the written word, they need to be able to decode the text and this should always be a core focus of intervention if this is the underlying problem. One component of comprehension is to be able … Continued
There are many programs available for teaching reading. How do you decide if a program has ‘scientific’ validity and is likely to be effective, especially from an intervention perspective? Nayton and colleagues (2022) identify some core components of high quality … Continued
It is not uncommon for children to go to the school library (or community library) and spend the allocated time wandering around with no books to check-out when it is time to leave. In addition, children are often reluctant to … Continued