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Because reading is such an essential life skill, it is very common for caregivers or parents to be concerned about their child's rate of progress. 

But whether or not you should actually be concerned depends on these key behaviours.

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It is very common for people to say to me that their child reads but doesn't understand. This is not reading.
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We all know that reading is an essential skill, but many teachers struggle to fit it in with all the competing demands on their time.  Rather than see reading as an extra thing to make time for, we need to see it as part of how we teach content and skills.
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It makes sense that if there is no prior knowledge, then there is nothing to activate. Students often study topics they know very little about (that is why, after all, that they attend school!) and therefore teachers must think of ways of providing the necessary background knowledge quickly and efficiently.
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The purpose of reading is comprehension; to make meaning from what is read, not just saying the words. When teachers complain their students read but don't understand the text, their students are decoding, not reading.
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Automatic recall of what words mean makes learning efficient. During these times when many students will be spending a lot of time learning online, it’s a good idea for them to spend time developing their vocabulary.
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Teachers often tell me that they find it difficult to get their students to read. Just giving students a text and asking them to read it will probably not work as students need a clear purpose for reading.
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If round robin reading is not effective, then what works when setting up a reading activity? The approach I use when organising a reading, viewing or listening activity is based on Directed Reading and Thinking Activity.

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