reading instruction

It is the school holidays and I know that it is very likely you have half of your brain occupied by what you’ll be doing next term to create great learning opportunities for your students.  You might have big plans that you are excited about, or you might have big wishes that you know you can’t implement because your school still follows a balanced literacy approach.  Whether you are in the first or second situation, I want you to know that while our goal is to have a fully evidence aligned cl…

With all that we hear about the science of reading, we can get caught up in the idea of ‘one big thing’ that will make our reading instruction the best in the universe. If only it was so!  The reality is that creating a really strong, systematic reading approach in our classrooms comes from an infinity of small things (that might seem massive as we make the leap) that we will never finish learning about. Now, before you log off and reach for the ice-cream, know that I am not saying the task of l…

In last week’s post, ‘Phonics without the Froo Froo’, I wrote about the need for phoneme grapheme instruction to be direct, simple and explicit. If you haven’t read that post, you can find it here.  In this post I also outlined Stanislas Dehaene’s 4 pillars of learning. You can learn more about these pillars in his book, ‘How We Learn’.

This week, I’d like to take the discussion even further and evaluate some common classroom practices against Dr Dehaene’s 4 pillars to help you maximise the i…

We all know that phonics is one of the 6 essential components of reading instruction and, in and of itself, is not sufficient to help children become proficient readers.  It is, however, critical that we get the teaching of phonics, starting with phoneme grapheme correspondence, right so that children have a firm foundation on which to base their reading skill development.

The title of today’s post gives away where my head has been this past week! A slew of Facebook posts and shared links revea…

We teachers make literally hundreds of decisions each day about a great many things. When it comes to reading instruction, there's a very real chance that we are using methods, resources and techniques without having given them a great deal of thought.  This doesn't happen because we are 'thoughtless' in our work, but because in our complicated professions, there is always an element of 'doing what we have always done'. Now, let's be clear. There are no perfect decisions, but there are often b…

Imagine going to the hardware store knowing you need to fix the mould in your bathroom. You look for ‘mould products’ and discover a wonderful looking bottle of mould killer that promises to eradicate all of your bathroom problems. You take it home, spray your bathroom liberally and regularly and the problem seems to clear up (you can forgive the bleached areas of paint on the untiled sections of your bathroom. After all, the mould is gone). Except, that it hasn’t. Your tiles look lovely and c…

In  a previous post about vocabulary, I discussed how we can choose great Tier 2 words and suggested a couple of ways that we might teach them. You can read that post here.

This week, I’d like to unpack a little more from the absolutely fantastic book, ‘Bringing Words to Life’ and share more about how we can make it all happen in our classrooms.

The first thing to know is that there are three phases to vocabulary instruction.

• Introducing the words
• Working with the words
• Keeping the word…

I am due to write about vocabulary instruction this week, but today a member of my On the Science of Reading Bus Facebook Group posted about how confused they felt starting their Science of Reading journey and so I am shifting focus for a bit to help them (and others) out.   Over the past 2 years I have written 125 blog post, all intended to support teachers to implement the recommendations of research in classrooms.  125 posts is a lot to read (and to be honest, most haven't made it to be re-pu…

There has been a lot of talk lately about the very encouraging announcement that Arkansas in the United States has banned teach children the three cueing method in reading instruction.  This means that teachers will need to find an alternative to teaching children to do any of the following:

• Look at the first letter, look at the picture and think about what makes sense
• Skip the word, read on and then come back after you think about what makes sense
• Trying a word that makes sense
• Using …

You may have heard of my Facebook group, On the Science of Reading Bus.  This group explores one of 8 Key Actions of evidence-based reading instruction over a 5 week period and has a focus on learning, sharing and taking action. The current Key Action we are working through is ‘Explicitly teach vocabulary and background knowledge.’

To help give teachers a better understanding of the key actions I interview respected experts and share these interviews in the Facebook group. I recently had the …