The research shows that there is a high correlation between the depth of a child’s vocabulary knowledge and reading comprehension (Ouellette, 2006). The more words a child understands, the more they are able to comprehend what they are reading. So, it makes sense that if we want our children to before proficient readers, we need […]
Author Archive | Lillian
The homophones ‘passed’ and ‘past’ are commonly confused. ‘Passed‘ is the past tense of the verb ‘pass’ meaning to go forward, proceed or depart and it can refer to movement in time, space or in action. Time: He passed the time by reading. Space: Mark passed the ball […]
Often as parents it is difficult to find the balance between scaffolding our children’s attempts at reading versus figuratively ‘standing back’ and letting our children take the lead in solving the difficulties they encounter. When it comes to reading, we will, usually unwittingly, remove their personal accountability of making sense of the text by directing […]
Many spelling apps are just an electronic version of Look-Cover-Write-Check. This short video provides a strategy for modifying spelling apps to help students learn the spelling code rather than just relying on their visual memory of the word.
Vocabulary development is a key factor in reading achievement and overall academic success. One way of increasing students’ vocabulary is encouraging them to read a wide variety of texts which contain vocabulary at an appropriately challenging level. Research shows that this type of exposure lead to an understanding of about 15% of the words read […]