All posts tagged: phonics

10 Reasons Why Thinking Reading Gets Striking Results

We often find ourselves answering questions about the striking results that Thinking Reading students achieve. Teachers are used to seeing modest outcomes at best from reading interventions, so responses range from surprise to scepticism. By way of explanation, here are ten reasons why Thinking Reading gets the results it does. 1. Grounded in the research Thinking Reading is grounded in principles developed through empirical research, built on detailed theoretical work and rigorously field-tested in the real world. Lesson content and instruction is based on four key approaches: Engelmann’s Direct Instruction, Precision Teaching, Linguistic Phonics and Applied Behaviour Analysis. Read more here . . . 2. Whole school strategy We know that secondary schools are complex organisations. We work with every school’s leadership to ensure that systems, polices and culture are aligned, so that classroom practice, screening, and intervention give all students access to reading success. Read more here . . . 3. Thorough screening We apply three tiers of screening to ensure that only students who really need intervention get it – and that students are …

7 ways to help the bottom third

It’s the time of year when we farewell Year 11 students, with a mixture of relief, anticipation, and sometimes a tinge of regret. For some, the promise of what they will do with their lives is so beautiful it almost intoxicating. For others, not so much: those students who strove, who struggled, who despaired, and sometimes gave up; the ones whom we instinctively feel should have done better, but we know are likely to end up with grades at 3 or even below. And it‘s at this time that we most wonder – could we have done something different? There are many potential reasons why students struggle. The learning that is being assessed at GCSE has accumulated over the years of the education, both inside and outside school walls. Skills that bear a single name – like ‘essay writing’ – are in fact are a composite of many different skills, which are themselves likewise a combination of more basic skills. Achievement comes from acquiring knowledge, then practising its application to mastery, then combining it with …

What Every Secondary Teacher Needs to Know About Reading

We haven’t posted much for the last few months because we’ve been putting our energies into a book that we hope will be helpful to secondary teachers in understanding why many of their students are struggling, and what can be done about it. Our book is called Thinking Reading: What Every Secondary Teacher Needs to Know About Reading. The first chapter deals with why secondary teachers need to know about reading. Although it is usually perceived as a ‘niche’ area in schools, reading actually pervades almost every area of academic learning, and indeed of life beyond school. Reading problems have downstream effects on students’ background knowledge, comprehension, vocabulary and writing. Most ‘low ability’ students are not lacking in intelligence, but in reading knowledge. Chapter Two deals with where these problems arise. How is it that so many children can complete eleven years of compulsory education and leave school functionally illiterate? You may well find the statistics in this area surprising, if not shocking. We examine common mistakes and misconceptions, and delve into the educational processes which …

How to find out what works in ‘What Works?’

Choosing an effective intervention may not be as difficult as you think. For school leaders looking for evidence on the effectiveness of literacy interventions, the go-to source is Professor Greg Brooks’ What works for children and young people with literacy difficulties? Published by the SpLD-Dyslexia Trust, this work compiles the available evidence on currently available interventions in reading, spelling and writing. Greg Brooks invites submissions, evaluates the data and collates the information into a form that enables reasonable comparisons to be made. Pre-dating the EEF’s “Toolkit”, and much more precisely described, What Works is now in its fifth edition. This blog post is prompted, however, by conversations with pressed senior leaders and SENDCOs who find that the sheer wealth of information seems too much to wade through. This is a step-by-step guide for secondary school leaders to simplify what may seem like a daunting process. Step 1: Identify the relevant age group The report is split up into sections covering primary, Key Stage 3 and above, and young adults. Step 2: Identify the relevant learning …

Reading Crisis? What Crisis?

The reading problem in our secondary schools is serious but solvable. I have long been pleased that the Minister for Schools, Nick Gibb, is a fan of the knowledge curriculum and a promoter of effective early reading instruction through systematic synthetic phonics, informed by the use of the Phonics Check – so I was looking forward to hearing him speak yesterday at researchED 2017 in Stratford. The introduction of the Phonics Check is important: not as it is often wilfully mis-described, but as a check on the impact of our ‘teaching’ (not the teacher, and certainly not the child). The Check enables us to change the teaching, should we need to. However, until we have uniformity in the effective teaching of early reading, we will continue to see children arrive at secondary school reading well behind. While some schools have adopted effective early reading practices, there is evidence that some schools still use a ‘mixed methods’ approach (with a sprinkling of phonics), or teach using multi-cueing, with phonics as a strategy of last resort. So …

Beware the Reading Traps

Avoid the pitfalls lying in wait for school leaders seeking help for struggling readers. If we can read, we tend to assume that reading is easy. In a large organisation like a secondary school, those who struggle to read can be overlooked, misunderstood, or not supported as they need to be. If you’re responsible for deciding on what interventions to use for reading, and how to monitor their impact, beware these traps! Trap 1 Assume that the purpose of the intervention is to compensate for a lack of ability, or to shield the student from the consequences of a lack of ability. The vast majority of reading problems can be resolved through effective teaching. Implication: Students should not be in reading interventions forever, or even long-term. Trap 2 Expect slow progress from students in reading interventions. This idea is based on the faulty assumption that poor reading equates to poor intelligence. It doesn’t. Students can make dramatic gains if taught effectively. One component of such teaching is to actively counter damaging labels that have reduced …

Struggling readers in the secondary English classroom

“They just can’t access the texts.” This is one of the most frequent comments we hear when we train in schools or take workshops. All over the country, students with the potential to do better are held back because of weak reading skills. Often these students are articulate in conversation and have good listening comprehension. Sometimes they can decode accurately, but have little clear idea of the content that they have just read. Sometimes they have limited vocabulary and, even if they can decode the words on the page, they still cannot grasp the meaning of the text. Such problems have been even more acute for teachers and students since the reading demands of GCSE have become more challenging. The old paradigm of labelling such children as having a ‘specific learning difficulty’ won’t do. Naming a problem is not the same as providing a solution. There is sound research evidence to show that with systematic, explicit and carefully monitored instruction, all the problems described above can be ameliorated, if not eliminated. You can find out …