literacy, reading, writing skills
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Literacy, reading, writing skills
The following articles, taken from recent issues of our Optimus newsletters, will prove invaluable for anyone with a professional or personal interest in Literacy, reading, writing skills. To ensure you stay up-to-date with the very latest thinking in this area, please make use of the articles below. If you can’t find what you’re looking for here, simply click on another category on the left or 'search the library'.
The CPD aspects of a whole-school project | Literacy, reading, writing skillsWhat happens when all the pupils and staff at a school read the same book at the same time, and what impact can this kind of whole-school project have on CPD? Lesley Hutchison explains Reading intervention programmes | Literacy, reading, writing skillsWith 20% of children leaving school with lower than expected literacy levels, additional support is needed. Reading Recovery, a reading intervention programme developed in 1993, offers exactly that, say Rebecca Jenkin and Isobel Goss Nurturing young writers | Literacy, reading, writing skillsHow can we encourage and develop young writers? Carol Archer describes an ambitious project designed to extend creativity and enable children to evaluate their own narrative and poetry 'Fact': can you define it? | Literacy, reading, writing skillsDavid Leat examines the nature of 'facts' and considers why it is important that teachers and pupils really understand what a 'fact' is Free concert tickets for budding music critics with Bachtrack | Literacy, reading, writing skillsInvite your pupils to become published music critics with the Bachtrack Young Reviewer programme Investing in e-books for children | Literacy, reading, writing skillsEnsuring that all pupils can read by the time that they leave primary school is a priority for headteachers across the country. Ben Barton looks at how new technology might make this easier Energising literacy through collaboration | Literacy, reading, writing skillsCollaborative work can have an energising effect across the curriculum. Jo Counsell describes a collaborative project that used dance to enhance literacy learning Helping students to become storytellers: Games and activities | Literacy, reading, writing skillsStoryteller Taffy Thomas provides games and activities to stimulate children's and young people's capacity to tell stories How effective is Reading Recovery? | Literacy, reading, writing skillsThe Reading Recovery programme has established a reputation as an effective intervention for pupils at risk of failing to learn to read. A new research review examines its strengths and weaknesses Reading 'catch up' at Lyndon Green school | Literacy, reading, writing skillsSarah Whitehead describes a project that she undertook as part of a postgraduate professional development course for SENCOs. She highlights the value of having time for systematic professional reflection, and how this can be used to good effect when introducing 'Catch Up', an intervention designed to support reading development Teaching literacy to children and young people with severe learning difficulties | Literacy, reading, writing skillsWhat is literacy for children who do not learn to read and write? Drawing on a recent study, Dr Lyn Layton calls for a radical reinterpretation of what is meant by literacy, arguing that we should prepare all teachers to recognise a broad interpretation of literacy that is in line with the diverse needs and activities of learners The renewed Primary Framework and SEN | Literacy, reading, writing skillsSal McKeown looks at some of the implications of the renewed primary Framework for those working with children with special educational needs Activities to develop grammar (syntax and morphology) | Literacy, reading, writing skillsThese classroom activities can help develop grammar skills, particularly syntax and morphology New resource for teaching synthetic phonics | Literacy, reading, writing skillsA six-phase programme for teaching phonics aims to help children become fluent readers by the age of seven The importance of reading in primary schools | Literacy, reading, writing skillsSteve Mynard, editor of Primary Headship, urges us to make reading our biggest priority Renewed Primary Framework for Literacy | Literacy, reading, writing skillsSara Wernham looks at the Renewed Primary Framework for Literacy and discovers how it will affect teachers Literacy: fabulous fridge magnets | Literacy, reading, writing skillsTrevor Millum outlines a truly novel way to get pupils to enjoy manipulating and using words Write a Letter Week 2008 | Literacy, reading, writing skillsSchools across the UK are being invited to participate in an exciting national campaign to help children develop their handwriting skills Developing pencil control and mark-making | Literacy, reading, writing skillsMaggie Parker-Heys urges practitioners to appreciate the skills required to form even the simplest letters. Recording and assessing children's language using 'virtual books' | Literacy, reading, writing skillsJoanne Haine, foundation stage coordinator at Baring Primary School in London, describes how innovative use of ICT made assessment exciting for children and practitioners alike. Enrichment activity – missing vowels | Literacy, reading, writing skillsAsk the pupils to imagine a world with no 'O' The great how-and-when-to-teach-reading debate | Literacy, reading, writing skillsWe all know that learning to read is a very important step for any child to make, but how can we be sure that we are offering children the best introduction to this skill. Roger Hurn unpicks some of the issues currently under debate. Telling tales and smart thinking | Literacy, reading, writing skillsEducational consultant Mike Fleetham shares some interesting ideas about choosing books and looks at some practical ideas for using stories to develop children’s thinking. Building a class library | Literacy, reading, writing skillsRob Sanderson of Wigan Schools Library Service offers some practical advice for building an early years library. Managing writing in the early years | Literacy, reading, writing skillsUse all the openings possible to encourage your children to express themselves through the written word, says Lynn Cousins. Early Years: signs for success | Literacy, reading, writing skillsAngela Youngman finds out about a scheme to improve communication in early years settings through the use of sign language. Structured writing | Literacy, reading, writing skillsWriting frames undoubtedly have their uses, but they can also limit the creative talents of the more able, writes Frank Bruce KS3 strategy 'must be a priority' | Literacy, reading, writing skillsMost schools are not making the teaching of literacy and numeracy a high enough priority, according to Ofsted inspectors. Rose review's findings on successful intervention | Literacy, reading, writing skillsAs with its interim report, most attention and controversy has focused on the Rose review’s support for synthetic as opposed to analytic phonics. However, for SENCOs, the review’s findings on the provision that best supports children with significant literacy difficulties are particularly relevant. Rose supports synthetic phonics and early intervention | Literacy, reading, writing skillsThe final report from the Rose review of the teaching of early reading* has recommended that: ‘notwithstanding the uncertainties of research, there is much convincing evidence to show from the practice observed that, as generally understood, “synthetic” phonics is the form of systematic phonic work that offers the vast majority of beginners the best route to becoming skilled readers. Synthetic phonics: more research needed | Literacy, reading, writing skillsAs the Rose review of the teaching of early reading continues, primary SENCOs will be interested in the latest research findings contributing to the debate on the merits of synthetic phonics teaching Rose review supports targeted intervention to improve reading | Literacy, reading, writing skillsThe interim report* of the Rose review of the teaching of early reading has attracted most attention for its support of the approach, which is generally understood as ‘synthetic’ phonics. Most Related:
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