Another blog in the study skills series.
It’s as important not to overload yourself as it is not to leave thing to the last moment…Continue reading
This week, schools around the country have participated in events aimed at raising dyslexia awareness. Continue reading
Dyslexia awareness week 2017 runs from Monday 2nd October to Sunday 8th October, with the theme Positive about Dyslexia. Continue reading
It occurred to me that if you are already here, you might appreciate someone else’s perspective on literacy development and difficulties, so I’ve done a little round up of blogs you might like to check out: Continue reading
Many children find certain things tricky, and many behaviours are part of typical development. Teachers and parents can spot the occasions when things are too tricky or happen too often. Often a little well-timed support will be all that’s needed, but when that is not enough, it may be time to plan further adjustments or seek advice. Continue reading
Orthographic knowledge includes the understanding of a language’s spelling conventions (as well as aspects such as capitalisation and punctuation). Some languages have regular spelling patterns, meaning that an unfamiliar word can be decoded for reading, or encoded for writing, with relative ease. Continue reading
Phonological knowledge is only one of the skills required for writing and spelling in English, but it is the one that tends to be taught fist, and the one that many literacy support programmes will focus on, so we’ll begin our exploration of strategies and resources to support writing and spelling here. Continue reading
As with all aspects of development, most children will come to spelling and writing at different stages (more on pre-writing here). In countries where formal academic education begins later, children will likely have developed their hand-eye co-ordination and fine motor skills through self-selected play and craft activities such as LEGO, small world toys, play-doh, cutting and sticking, and use of chalks and crayons. Continue reading
From around the age of 3 children begin to ‘map’ symbols to meaning, so they may e.g. recognise prominent high street signs such as the golden arches. They start to know that print conveys meaning and might ask for it to be read, or for words to be written. Over time, their mark-making begins to resemble letters, perhaps those in their own name.