Blog Series – Part 9: Conclusion – Putting it all together: RED FLAGS predicting reading failure
Blog Series: Why We should STOP teaching reading in schools Part 9: Conclusion - Putting it all together: RED FLAGS predicting reading failure This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension from...
Blog Series – Part 8: The Complexity of Mapping/Integrating ACROSS Language Levels and Units
Blog Series: Why We should STOP teaching reading in schools Part 8: The Complexity of Mapping/Integrating ACROSS Language Levels and Units This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension from oral...
Speech goals your child needs for back to school!
School readiness!! Is Your Child Ready for Back to School in September? The speech goals outlined in this post are to help give parents tips on what speech skills they need to focus on to prepare their child for school readiness. There are certain bench marks that...
Blog Series: Integration of Language Levels and Language Units: Visual to Oral language – Part 7
Part 7: Integration of Language Levels and Language Units: Visual to Oral language However, note that this process occurs across Language Levels or Units! It is NOT just words. We have already outlined how LETTERS become associated with the brain. Consider...
Blog Series: Why We should STOP teaching reading in schools – Part 6
Blog Series: Why we should STOP teaching reading in schools This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension from oral language to visual language. This blog series describes what reading IS – the...
Blog Series: Why We should STOP teaching reading in schools – Part 5
The text emphasizes the importance of connecting visual and oral language systems in vocabulary acquisition. It warns against solely relying on visual recognition and highlights the significance of correctly mapping sounds to letters for word comprehension. It discusses the challenges students face when mapping irregular words and the implications for overall language development.
Blog Series: Why We should STOP teaching reading in schools – Part 4
This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension from oral language to visual language.
This blog series describes what reading IS – the integration of visual language (letters) into already-existing oral language processing systems (sounds, words, and vocabulary).
Blog Series: Why We should STOP teaching reading in schools – Part 3
This blog series describes what reading IS – the integration of visual language (letters) into
already-existing oral language processing systems (sounds, words, and vocabulary).
Blog Series: Why We should STOP teaching reading in schools – Part 2
This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension from oral language to visual language. This blog series describes what reading IS – the integration of visual language (letters) into already-existing oral language processing systems (sounds, words, and vocabulary).
Blog Series: Why We should STOP teaching reading in schools – Part 1
Blog Series: Why We should STOP teaching reading in schools Part 1: What are the components of Oral language? This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension from oral language to visual language....
Blog Series: Why We should STOP teaching reading in schools
9 Part Blog Series: Top “helpful” reading strategies to AVOID!! (and what to do instead) Inflammatory, right? Before you get up in arms, read on! This blog series explores the development of Written Language: reading, spelling, and writing as a natural extension...
A Language approach to reading and writing
This blog discusses an approach to master written language, we must process Word Meaning, but ALSO Word Structure. Each word is made up of a unique sequence of specific sounds.