I Love Literacy because Literacy Matters in Melbourne, Victoria, Australia | Tutor/teacher

I Love Literacy because Literacy Matters

Locality: Melbourne, Victoria, Australia

Phone: +61 409 413 889

Address: 6 Callaghan Place Frankston 3199 Melbourne, VIC, Australia

Website: https://www.iloveliteracy.com.au/

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24.01.2022 And this what I love about my job.

23.01.2022 Great for learning vocabulary too

23.01.2022 Vision problems do not cause dyslexia https://dyslexiaida.org/do-vision-problems-cause-dyslexia/

23.01.2022 If you didn't get to read this interview with Code REaD Chairperson Dr Sandra Marshall in the June edition of Mindfood, feast your eyes (& mind) on it here https://codereadnetwork.org///Sandra_Marshall_Mindfood.pdf

23.01.2022 The words we use matter

21.01.2022 Teach children to read

21.01.2022 Reading progress is falling between year 5 and 7, especially for advantaged students: 5 charts Peter Goss, Grattan Institute There is a hidden problem with read...ing in Australian schools. Ten years worth of NAPLAN data show improvements in years 3, 5 and 9. But reading progress has slowed dramatically between years 5 and 7. And, somewhat surprisingly, the downward trend is strongest for the most advantaged students. Years 5-7 typically include the transition from primary to secondary school. Yet the reading slowdown cant just be blamed on this transition, because numeracy progress between the years has improved. So, what is going wrong with reading

20.01.2022 Dont you wish you had this conversation with your #pediatrician? Share this easy-to-understand book with your doctor, or give it as a gift to a parent with a y...oung child. #KnowledgeIsPower COMING SOON! #IfOnlyIWouldHaveKnown What I Wish the #PreSchoolTeacher Told Me About #Language #Literacy and #Dyslexia See more

19.01.2022 My daughter and I were brought in to school to talk about her " learning disabilities " and how she was apparently not applying herself. They talked about puni...shments and incentives... After listening to everyone politely I asked, "If I asked you to build a nuclear power plant could you do it?" They all look baffled and answered, " no " So I asked, "What if I took away all your free time at work, and did not allow you to go to the office party because you could not build it? Could you build it then ?" Again the answer came back, "No". So I asked, "Okay then... How about if I promised you a huge reward, could you build it then?" Again they all answered, "no". So then I say, "What if I read you a manual on how to build a nuclear power plant, gave you people who were educated and worked building nuclear power plants to show you how to build one, gave you every tool, all the materials to build one, and guided you through the process, could you build one then?" One said "no" still, but the rest said "maybe!" Finally, I said to them all, "My kid can't do this work if you punish her for not doing it, or promise her a pizza party and then take it away when she fails. She will only do this work if you put her with people who can help her understand in the way that she learns, who will guide her through the process and support her so that she can build it successfully." The world is a power plant to her. With the right tools, she will not only build a power plant, but she will build a Skyscraper!. Sarah Chapman, Founder & CEO, Operation Diversity https://operationdiversityacademy.co.uk/

17.01.2022 Let's teach children how to read using evidence based and systematic strategies!

17.01.2022 We're having pizza this Thursday 9th January from Bobo's Pizza! A great cause. Please support this if you can.

16.01.2022 Thought this might be useful

14.01.2022 This is fantastic

13.01.2022 Free educational websites for kids:

13.01.2022 Fantastic strategy.

13.01.2022 Some helpful tools on here, including a student profile recording sheet. Check both of these: https://mtsu.edu/dyslexia/publications.php https://mtsu.edu/dyslexia/ebooks.php

12.01.2022 Another great infographic from @ImpactWales.

11.01.2022 Oxford Owl library of free online readers are a fantastic resource for those who need access to resources that can be used at home. https://www.oxfordowl.co.uk/...for-h/find-a-book/library-page/ They also have some maths resources you can use. https://www.oxfordowl.co.uk//fun-maths-games-and-activiti/

10.01.2022 Terrific information. Clearly outlines the sort of specialised tuition given at I love literacy

10.01.2022 I cant love (or say) this enough! Rachel

10.01.2022 If you understand Autism you'll understand how beautiful and unique this meaning is

09.01.2022 One of the reasons early intervention is so vital is that we can help kids before they want to give up. In addition, its so important to encourage your child to develop and celebrate their strengths!

09.01.2022 Dyslexia and the science of learning to read.

09.01.2022 I have tutoring sessions available on Tuesdays starting February 2020. Please send me a message for more information.

08.01.2022 Super excited to have received my Sounds-Write qualification.

07.01.2022 From Debbie Hepplewhitevia DDOLL Dr. Marlynne Grant's recommendations: What to do in Year 2 and beyond Check basic code knowledge and advanced code knowledge ...for all children moving to Year 2 Ensure that there is phonics catch-up in place with identified children as often as possible Whole class and targeted practice, preferably daily, with the alphabetic code, particularly the advanced code. Reinforce letter formation, particularly start points of letters. Continue applying phonics throughout the whole curriculum and throughout the school day. Simple phonics walls charts of the basic and advanced codes can hugely support both staff and children with this. More unusual graphemes can also be identified and their virtual position located on the advanced code chart Incidental phonics teaching can continue with words that crop up in the course of the school day Continue beyond phonics to polysyllabic words, ensuring children can break down longer words into smaller chunks, are aware of prefixes, root words, suffixes and syllables. Phonics is then used within smaller chunks for reading and spelling. Continue to tackle tricky words phonemically, identifying any tricky grapheme-phoneme correspondence(s). Do not learn these by sight as whole words. Remind children to continue using their phonics and not to guess at words when reading Remind children to vocalise words clearly when spelling and identify all the sounds in the word or chunk of a word Continue with decodable storybooks and texts to reinforce specific weak areas and extend skills Continue with structured handwriting and writing practice, making a plan of key paragraphs and using a talk for writing/modelled writing approach which includes verbal rehearsal of sentences, adult moderation, accurate writing of sentences, one at a time, and reading back to check what was written. Set negotiated written expectations for those children who are struggling most with pieces of written work. Aim for accuracy rather than quantity with clear paragraphs, coherent English sentences, accurate punctuation and spelling See more

06.01.2022 Have you booked a spot for 2020? Literacy lessons for children and adults.

06.01.2022 More activities in case schools shut down!

05.01.2022 And the teachers, the attitude some of them had was because I was so weird and I didnt understand the unwritten social rules that I was somehow bringing it on myself.

04.01.2022 A warning, from Steve Dykstra, via SPELLTalk Simple vs Complex Balanced Literacy advocates are striking back at The Simple View of Reading with The Complex View... of reading. It isn't well organized or focused, yet, but I've seen multiple references to "the complex view" and models that "maintain the complexity" of reading. You can be sure there will be more. The implication is that the simple view is from simple people who cannot manage the true complexity of reading. This is from people who advise children to guess at words because, heck, they just kind of ran out of better ideas, so consider the source, but we should be ready for it. It may help to consider the simple and complex views of the Solar System. The simple view says the earth goes round the sun, along with the other planets, while revolving on their axes. Like the simple view of reading, that model is not actually simple. The orbits are eccentric, not circular, and each influences the other in measurable ways. Various orbits tilt and even overlap. Earth's own orbit and tilted axis include known wobbles that combine to produce complex variations that can trigger changes in climate, and we're still learning more about it, sometimes using unexplained wobbles and variations to predict unseen objects that must be there. Unless Marcia Henry runs this past her husband, no one reading this can do the math that explains all of it. That's how simple the simple views are. The complex view of the solar system put Earth at the center, and everything moved around us. Objects moved in different orbits of different shapes that cannot be described mathematically and had little or no relationship to each other. Mars and Jupiter, for instance, followed different rules and rules and ways of moving just like Bobby and Susie follow different rules and ways of reading. Sometimes, objects just stopped and then started moving in the opposite direction for no known reason, only to do it again a few months later. Like the complex view of reading it relied heavily on philosophy as opposed to science, and contradicted the known science. It was very complicated. I hope this helps when you run into proud proponents of the complex view of reading. Steve Dykstra, PhD Psychologist

03.01.2022 Ah yes the many sounds of 'ough'!

01.01.2022 What challenging times we've had during COVID! None so more than the students (children, teens and adults) that I see. I am, however, now starting to see a glimmer of hope! I came across a very interesting graphic on my Facebook feed. Wish I had shared it! It was basically about a dad who was over the moon with his child's school report- not the academic marks but the beautiful comments made by the teachers. It made me reflect personally and professionally on the expectations...Continue reading