jade
@Jadeq84
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"Literacy Today" - Jan - March 2023 How Fast is Fast Enough when it comes to Fluency Development. @ILAToday @DyslexiaIDA @reading_league @readingrockets @HertsEnglish @UFLiteracy @TXLiteracyEd
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Why spelling instruction should be hot in 2022/2023. Current research supports explicit spelling instruction for better readers. By J.Richard Gentry. https://t.co/PzHyb4ndEb
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Perhaps the most pertinent issue with dyslexia is not so much its early diagnosis as the perception that dyslexic readers need to learn to read in a different way to other readers and are categorically different from other children who struggle to read.
Today I’m calling for universal dyslexia screening in every primary school and improved teacher training for dyslexia It is an outrage that only 1 in 5 dyslexic children leave school identified & that teachers do not need training to support dyslexic children This must change
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I try not to make this sort of claim often, but I think that it should probably be a requirement of every primary teacher trainee to listen to @ehanford ’s Sold a Story series. Heartbreaking and enraging, it’s a brilliantly constructed analysis. https://t.co/ANSbSohe0y
podcasts.apple.com
Podcast Episode · Sold a Story · S1 E1 · 33min
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Really enjoyed this today. It’s so reassuring to hear the underpinning, evidence informed principles of CUSP reading. @GreenfieldsEdu @baronbedford
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Great turnout to this afternoon’s Reading Information Event for parents of children in the younger years. Always learning @BSAKnursery @BSAKreception @BSAKyear1
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In England many pupils enter KS2 with much of the phonics input from KS1 still unlearned and with polysyllabic decoding most often in deficit. Year 5 pupils (9-10) made 4 times the reading progress after phonics intervention (Jennings, 2008).
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“Explicit spelling versus invented spelling is a false dichotomy. I encourage both – and did so in my classroom teaching, in my research, and these days even in what I urge on my grandkids.”
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And a little more details- https://t.co/KOIJMExT2G
thereadingape.com
For reading to be fluent it must be accurate, at a reasonable rate and prosodic (Kuhn and Stahl, 2003). Accuracy and speed pertain to decoding automaticity and the word superiority effect (Reicher,...
1. This resource outlines the key misconceptions around teaching reading fluency, to support teachers in maximising the effectiveness of their reading provision. Download here: https://t.co/9osWtDg6Dv
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To celebrate the upcoming 1 year anniversary of the Sounds-Write Symposium, we're giving away 2 all-access passes to the 2021 event. Follow me and retweet this to enter! This giveaway will close at 1pm UK time on the 14th of May 2022. Good luck!
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We’re delighted to be featured on @ABCDoes #takeovertuesday today. Head over to their Instagram or Facebook page to have a look. #bsakeyfs #BSAKmagic #sharingpractice #earlyyears #eyfs
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No surprise, but useful to have it documented: controlling for a variety of factors, negative impact of covid-19-related remote learning on writing among Norwegian 1st graders (open)
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"People come to work wanting to contribute, do work that matters, to make an impact. When they can't do that, we end in a burn out epidemic like now. Burn out is not a function of too much work, it's a function of too little impact." - @LizWiseman #Thinkers50 #IdeasWithPurpose
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It’s not a race! Slow down and trust the process.
Stems from Samuels (1979) theory of automatic information processing that hypothesised that automaticity developed through repeated practice after noting that in most schools teachers covered the reading curriculum at too fast a rate for pupils to develop conscious mastery.
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