A lot has been written about dyslexia and dysgraphia. Research is ongoing and progress is being made, although Dr Jon Lieff warns that there is still much we don’t know and advises caution in response to new findings (www.searchingforthemind.com). Much that has been written about dyslexia is out of date because it is based on […]
Orthographic dyslexia, where English is the native language, affects about 4% of children. The combination of imperfect teaching practices and difficult written language conventions combine to make this percentage higher than it is in countries where the written language is more regular and predictable. Many children learn quickly through implicit teaching but children with any […]Continue Reading...
WHEN MY CHILD IS ASKED TO WRITE, HOW CAN I HELP? [This is available as a free product.] Here are some simple guidelines. Try to follow in sequence. Teachers say, “Make a plan”. In my view, that is not the first step. MAKE A LIST Tell your child to “Make a list”. The list is […]
“Whole Language Theory” dominated literacy teaching. In the 1960’s the movement towards the ‘whole language’ approach to teaching literacy in schools gathered strength. Many schools still teach using ‘whole language’ theory. Children are taught to learn words only within the context of a story or recount; to anticipate ‘what comes next’; to recognise words by […]