06
Jan 19

The Big Five: Phonics-Phonic Decoding

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  The National Reading Panel report stated: “The process of decoding words never read before involves transforming graphemes (A grapheme refers to a letter or letters used to represent a single phoneme or sound) into phonemes and then blending the phonemes to form words with recognizable meanings. The PA (Phonological awareness) skill centrally involved in […]

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31
Dec 18

The Big Five: Phonics Teaching Letters and Sounds

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  “Cipher skills are not optional for developing skilled reading in an alphabet-based written language.”   To build this cipher knowledge, which is the ability to use the code of written English to decode and pronounce words, students need to be taught the code in an explicit and systematic manner. Ideally this should be taught […]

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10
Dec 18

The Big Five: Phonics, Letters and Sounds

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  “Perhaps the most important goal, in the interest of giving students a productive knowledge of grapheme-phoneme correspondences, is to convey to them the basic alphabetic principle. Very early in the course of instruction, one wants the students to understand that all twenty-six of those strange little symbols that comprise the alphabet are worth learning […]

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29
Nov 18

The Big Five: Phonics

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  “We human beings have to learn to read. That means we must have an environment that helps us to develop and connect a complex assortment of basic and not-so-basic processes, so that every young brain can form its own brand-new reading circuit.”     From Reader, Come Home, The Reading Brain in a Digital […]

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06
Nov 18

The Big Five: Phonological and Phonemic Awareness Part 3

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  In the first part of this blog, I defined the first of the “Big Five” essentials for reading: Phonological awareness. I also shared my preferred order for teaching each of the skills under the phonological umbrella. In the second part,  I discussed activities and resources that promote and develop overall phonological awareness, and then […]

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27
Oct 18

8 Things that Everyone Should Know About Dyslexia

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  When my son was 8, and the educational psychologist confirmed he had dyslexia, it brought tears to my eyes. Not because of the diagnosis, but because he had to deal with a “system” who didn’t get him. As an educator, I knew what was ahead in his school career, and it was not going […]

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