Alice Visser shares important strategies that secondary English teachers can implement in their classrooms to support struggling readers, with tips to improve reading ability and outcomes in secondary schools.
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Discover how BTHCC focused on two areas that have been transformational in changing student attitudes and results in reading levels: the transformed school library space; and the embedding of reading across the curriculum.
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Teaching the very earliest stages of reading using phonics in the last term of nursery will give children a head start in Reception. However, at this stage, it’s really important to keep phonics teaching simple. Read our top tips for teaching phonics at nursery.
Read moreDo you have students with varying levels of English in your classes? Wondering how you can ensure all your students achieve reading fluency with Read Write Inc. Phonics? Experienced Reading Leader, Jane Spicer, talks to us about her continued success implementing Read Write Inc. Phonics in a school where there is a wide range of […]
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Effective Reading Strategies in the classroom This year in every English classroom across the land, classes will be ploughing their way through a class reader. The potential learning is immense. Tackled in the right way, students will be employing the full range of their mental or cognitive processes, developing their attention span, their recall and […]
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HOT TOPIC Healthy individuals and healthy school communities Joy Court looks at the role that reading can play in children’s mental health. How well a school supports pupils’ personal development is a key feature of the Ofsted Education Inspection Framework that was published in May. There is actually much in this framework that could be used to justify (should […]
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Read this blog for ideas to engage parents and carers with developing good reading habits with their nursery-aged children at home, including downloadable worksheets to print which are perfect for sending home.
Read moreLanguage is acquired through imitation. It’s kind-of obvious, but it bears thinking about: different children have different levels of vocabulary (and, indeed, different capabilities with putting that vocabulary together, AKA grammar) because of the language they have been immersed in over the length of their lives thus far. So what are we giving them to […]
Read moreJumping into the unknown We are all probably familiar with the fear of the blank page when writing: we know that many children experience it; we may even feel it ourselves sometimes. It’s possible that something similar happens when insecure, struggling, or simply young readers look at a previously-unseen text: a daunting fear of the […]
Read moreLindsay Pickton sets the scene for the debate around the purpose and the value of Guided Reading. He will lead a discussion to address the most common concerns and tease out answers to these questions in an interactive seminar at the Oxford University Press English Conference in London on 16th June . Be honest: Do you look forward to Guided Reading, or does even the thought of it seem wearisome? […]
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