The following post has kindly been contributed by Dr David Kilpatrick. Dr Kilpatrick is an Assistant Professor of Psychology at the State University of New York College, Cortland and a New York State Certified School Psychologist with the East … Continued
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 pronounce ‘with’ as /wif/, it is … Continued
Fluent reading depends on knowledge acquired from reading. Every time you read, you become more familiar with the vocabulary, the structures of sentences and the informational content. The greater your familiarity with this knowledge, the less time that is required … Continued
There is a growing trend to not enrol students who are very close to the ‘cut-off’ age until the following year. The general argument is that if they are enrolled as per the ‘cut-off’ criteria they will be the youngest … Continued
What is the role of phonic knowledge in the reading process? Perfetti and his colleagues designed a series of experiment to test this question. In one study, Perfetti studied third and fifth grade children who had been identified as good … Continued