reading class

Guided Reading or Explicit Phonic-based Instruction?

Considerable time and money is invested in students with reading difficulties, including those with dyslexia. This article provides an overview of the key findings in Denton et al.’s (2014) research which compared three different approaches. From an original sample of 1942 students, 218 Grade 2 students were identified as at risk (i.e., in the bottom […]

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ant or ent -

Is the suffix -ant or –ent?

The suffixes ‘-ant’ and ‘-ent’ are added to words to form a noun to indicate a ‘person who’ or ‘thing that’ (e.g., an ‘assistant’ is a person who assists, a ‘president’ is a person who presides). They are also added to words to form adjectives describing a state or quality (e.g., stagnate – stagnant, persist […]

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F TH V Confusion

It is not uncommon for students, especially younger students, to have difficulty pronouncing and discriminating between /f/, /th/ and /v/ which then has a flow-on impact on spelling words containing these graphemes correctly. If students have difficulty producing these sounds, it is preferable that they be on-referred to a speech pathologist. It is also important […]

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Decodable versus Levelled Readers

There are two key types of texts used in the teaching of reading and as a part of an intervention program for students having difficulty learning to read. ‘Decodable’ readers focus on ‘code’ and contain a large number of phonetically regular words that can be sounded out once a student has the corresponding knowledge. ‘Levelled’ […]

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My Recipe Book

  There are oodles of cooking books for children and also picture fiction books to motivate children to be excited about cooking. Here are just a few: TJ Tales: A Surprise for Mum is a story of misunderstandings based around homophones (words that sound the same but have a different meaning) as TJ cooks some powder […]

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