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Articles on Teaching reading
Displaying 1 - 20 of 24 articles
A whole language approach to teaching reading gives kids a whole linguistic picture of how words work. This includes teaching individual letters and sounds, as well as what the words mean in context.
English is a code-based language, with 26 letters to represent 44 speech sounds. Children must first learn to master the code if they want to be successful readers.
Parents often see reading as “school business” - something that teachers are responsible for.
The Victorian opposition has pledged funding for “decodable readers” which focus only on sounds. But kids prefer to read rich texts.
Four tips for teaching reading.
Speech patterns are just important as letter sounds when learning to read.
The benefits of learning through play are well documented. In rural communities in South Africa, “playing school” produces passionate lifelong readers.
Phonics programs can be helpful for students with very particular learning needs - but it’s not a one-size-fits-all literacy solution. Here are some things you should be wary of.
This research suggests that there is one simple way to equip your children for a life of literacy from their infancy: show them picture books.
Reading instruction in the classroom is a key concern for all teachers and there are many ways to go about it. However, is our determination for excellence in reading skills in our children killing their love and enjoyment of a good book?
Research tells us that multilingual literacy matters. But teaching children in Africa to read in their mother tongues as a springboard to literacy in other languages can be a fraught process.
A child’s reading progression isn’t based on age, so you need to know what stage your child is up to in order to help them.
We all want young children to be given the very best opportunities to become successful, engaged and passionate readers. The teaching of reading is constantly mired, however, in a tired old debate between…
A new batch of Australian five-year-olds has just started school, eager to learn to read and write. Unfortunately for them, English has one of the most difficult spelling systems of any language, thanks…
As school resumes for the new year, the “home reader” routine for primary school children also recommences. For many parents and children, reading these short texts can be the most agonising part of the…
As the warmer weather settles in we know that it isn’t long before children are free of the restraints of school for another year. The regular reading that is a part of many children’s school day suddenly…
It’s little wonder that we often feel as though our kids aren’t as successful with reading as we’d like them to be. The “reading wars” - the battle between sounding out words and using the sentence as…
Teaching children to read with phonics has been a central plank of recent “Govian” education policy. A new set of statistics shows that 74% of children in the first year of primary school now meet the…
Two initiatives aimed at getting children to learn and read more have just launched with a flourish. The $15m Global Learning Xprize pits teams of innovators across the world in a competition aiming to…
Top contributors
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Sessional Tutor, Charles Sturt University
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Principal Fellow, Faculty of Education, University of Wollongong
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Professor of Cognitive Psychology, School of Education, La Trobe University
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Professor, School of Education, University of Southern Queensland
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Associate Professor, Centre for Higher and Adult Education, Stellenbosch University
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Professor of Education, Durham University
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Emeritus Professor of Education, University of Derby
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Lecturer in Applied Psychology, Birmingham City University
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Professor of Reading and Children’s Development, The Open University
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Head of Secondary and Further Education, Edge Hill University
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Professor in the School of Psychology and Clinical Language Sciences, University of Reading
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Professor, Department of Language & Literacy Education, University of British Columbia
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Professor in the School of Psychology and Clinical Language Sciences, University of Reading
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Professor of Teacher Education and the Arts, University of Sydney
