Once students have learned to decode, prosody becomes increasingly important. Readers need to engage with the text, to understand the underlying messages and infer emotions. When students are able to read with fluency, to read with appropriate intonation and phrasing, … Continued
Donbaloglu et al. (2025) compared the cognitive and reading performance of neuro-typical children with children who had diagnosed ADHD or dyslexia. In the Central Nervous System Vital Signs phase of the study, the performance of children in the ADHD and … Continued
Over the last 15 years or so the theory of a ‘growth mindset’ has become increasingly popular. Willingham (2025) has reviewed the research and this post provides an overview of his findings. What is the growth mindset theory? The research … Continued
Two important components of reading comprehension are background knowledge of a wide range of topics and a rich vocabulary. Reading aloud, especially interactive reading aloud, to children is an effective strategy for developing this knowledge and is even more critical … Continued
Sometimes, giving students a real reason for reading can be useful for having them practise until mastery is achieved. If prosody (fluency and expression) is an area of weakness, one strategy could be to have students produce a video of … Continued