When we think of reading comprehension we should first start with the understanding of the Simple View of Reading (Gough & Tunmer, 1986), consisting of two essential components for learning to read, Language Comprehension and Word Recognition. Word Recognition has been covered in our previous podcasts of Phonemic Awareness and Phonics and in this episode we share with you some skills, elements, and components of Language Comprehension using the framework of the Simple View of Reading.

Reading comprehension ability is complex and multifaceted; it consists of being familiar with a text’s vocabulary, having some background knowledge of the particular topic and grasping an understanding of the language structures used.  So let's explore these together and I'll give you some hints and tips to use straight away in your classroom.

In Episode #54 we take a close look at Fluency, the often neglected component of a reading program.  It is overlooked because it isn't a stand alone variable.

Fluency is a culmination of successful orthographic mapping skills, prosody (intonation and expression) and comprehension. It also looks different in each grade level due to the developmental nature of the ‘learning to read’ process.

Join me as I unpack each component of Fluency and load you up with strategies to use in your classroom today.

To download the show notes and freebies head to www.theliteracycollective.com/podcast

Not all phonics is effective so how do we ensure our program is evidence based and maximising learning?

Join me in Episode #53 as I not only share the 5 key components of effective phonics, but I bring in an expert neuroscientist to teach us how the brain uses phonics to learn to read.

Neuroscientist, educator and author, Jared Cooney Horvath shares the research and turns theory into practise.

https://theliteracycollective.com/podcast/

Research shows that Phonemic Awareness is a strong predictor of long term reading and spelling success. “It can predict literacy performance more accurately than intelligence, vocabulary knowledge and socio economic status” (Gillon, 2004)

Episode #52 takes a close look at Phonemic Awareness, as this skill is a very crucial component that many teachers and commercial programs often overlook.

While we use our eyes to read, the ​true starting point for reading is ​speech sounds​. Phonemic awareness is 1​00% auditory​, meaning it is only related to the sounds a letter makes, or the sounds letters make together in a word.

Tune in as I unpack the 8 core phonemic awareness skills and load you up with practical strategies and explanations.

find out more at www.theliteracycollective.com/podcast

Over the next six weeks I would like to take you through the 6 components that every Science Based reading program should have. Known as the Literacy Big 6, these recommendations are the result of three international reviews commissioned by the Governments in the US, UK and Australia, in an attempt to provide teachers with ‘best practice’ for teaching children to read.  

In this episode I share with you the first component of the Literacy Big 6, Oral Language, that can sometimes get overlooked in a foundation classroom, to the detriment of our most vulnerable learners. 

Join me as I unpack expressive and receptive language, phonological awareness and speech rhythms.

To Find out more visit www.theliteracycollective.com/podcast/

Podcast episode #50 will provide you with practical evidence based teaching tips that can potentially enable a child to store and retrieve hundreds more words than they would be able to if they’d been taught using the widely common 'whole word' teaching methodology.

Step into any English speaking, early year’s classroom and you can pretty much be assured of one thing, children are being given copious lists of ‘sight words’ to memorise or learn by heart.  Until quite recently, it seems that this practice has received very little opposition.

Well I’m here to tell you that science is telling us a different story.

There is a better way to teach sight words and (spoiler alert) you may be surprised to learn that  all words should be taught this way.

For those of you who have already begun your journey into the ‘science of reading’, you may have discovered that there is a real shift away from traditional whole word memorisation to a process called orthographic mapping which I will explain in this episode.

We’ve also learnt that the order in which we should introduce sight words needs to be given careful consideration, to ensure it aligns with the developmental decoding process of spelling patterns.

Find out more here: https://theliteracycollective.com/podcast/

In episode #49 I share the knowledge and the tools to begin the identification and prevention of decoding fluency difficulties…..

There are many quality assessment tools out there that are aligned to the Science of reading but even with those, which ones do you choose and how do you know which assessment is the right one for your students?

The simple answer is to have a basic understanding of where the problem lies because from there you can use further assessments to dig down to the root of underlying deficits. 

Today I want to share with you a basic snapshot diagnostic assessment so you can quickly identify where the gaps are and determine the best way to remediate the problem. I’ve provided the TLC Phonics assessment, for FREE for you today. I recommend using this quick check to see what phonics learning has been retained and what areas need further investigation.  It’s also very useful for obtaining a quick snapshot of a new student’s phonic knowledge.  This data can also be used to group students with similar gaps and provide Tier 2 intervention in class.

Join me as I unpack the 6 components of the assessment.

To download your freebie and to explore other podcasts click here https://theliteracycollective.com/podcast/

Here at TLC we are passionate about The Science of Reading and the methodologies to match because they work for ALL learners, especially for our most vulnerable learners. I’m in classrooms every week working alongside some amazing teachers who are putting these methods into practice and I’m seeing first hand the results of using evidence based instructional methods.

Today’s podcast is a response to questions I’ve had from teachers about blending. Have you got students in your class that know letters and sounds but are having difficulties with blending them to read words?

Today I want to load you up with multi sensory strategies to help your little learners become confident readers and it all starts with blending skills.

To find out more visit www.theliteracycollective.com

Well no matter where you are on your SOR journey, I think you will find today’s topic really helpful. What I am about to share can have a HUGE influence on the instructional practises in your classroom….plus today’s freebie is gold, so make sure you get a hold of it on our podcast web webpage.

Research examining different instructional materials and methods in reading has often identified the "teacher variable" as a critical factor in effective instruction.  Even though teachers may choose to use resources aligned to the Science of Reading, it is you, the teacher, that can have the greatest impact.  So today’s topic, ‘responding to oral reading errors’ is about recognizing your key role in effective reading instruction and equipping you with response strategies that align with the science of reading. The way you respond to errors may influence the way your students learn to read. So, as you can see, it’s pretty important topic that we are discussing today. 

Now, you may have seen those charts with common reading strategies for children that have 10 different characters to help them if they get stuck on a word... like Skippy Frog, Eagle Eye, Tryin’ Lion…. You may even have one on your wall, that’s ok, this is a judgement free zone, but here’s my advice -  throw it in the bin! These strategies are not evidence based and can actually have detrimental effects on reading.  Not only are there so many to learn (cognitive overload) but they are based on the debunked methodology of the 3 Cueing system.

We need students to decode words and crack the alphabetic code, not skip words, look at pictures or take a wild guess. 

So what a teacher says and directs students to do, heavily influences the way they learn to read. 

Find out More at www.theliteracycollective.com

Episode #46 takes a close look at the early ‘reading behaviours’ that are conducive to ongoing reading progress. In knowing what to look for, you’ll also be able to identify deficits and facilitate timely interventions, which will prevent unnecessary reading struggles.

Don't forget to also download the freebie to start building your students' reading profiles based on the Science of Reading.

You'll notice there’s not even a hint of a suggested behaviours like ‘look at the picture’ or ‘guess a word that makes sense’.  That’s because if you are truly on the Science of Reading journey, you're going to encourage evidence based strategies that are most effective for helping your little learners decode and map new words, and in the process, wire their brains for ongoing reading success.

“Contextual guessing strategies are supported by the cueing systems model of word recognition which has no basis in reading science. According to this theory, students are said to use graphophonic cues, semantic or meaning cues, and syntax or contextual cues to recognize words. In practice, the emphasis is on anything but the links between speech sounds and spelling. Unfortunately, balanced literacy students are learning strategies that poor readers rely on, not what good readers know” (Moats, L. 2007). Source: Dyslexia SA.

To find out more visit www.theliteracycollective.com