Renae Harper Literacy and Educational Consultant | Educational consultant

Renae Harper Literacy and Educational Consultant

Phone: +61 438 324 804

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24.01.2022 Parents and teachers, if you have concerns about a child's reading, do not wait. Do not say and believe these myths - She'll grow out of it. He's a boy, it tak...es them longer. One day it will just click. The years between kindergarten and 3rd grade are the most effective time to help a struggling reader. No, having them read more will not fix it.

22.01.2022 If you’re working with me and your child is in Prep or Grade 1 I recommend downloading these!!

22.01.2022 Why we should postpone teaching letter names! ‘Letter names cannot be assembled during reading the hookup only concerns phonemes’ Dehaene, S., Reading in the Brain, p. 201

21.01.2022 Love little finds like this! https://theliteracyblog.com/20//24/cant-blend-wont-blend/

20.01.2022 The debate about effective reading instruction still rolls on. One thing is for sure, all children need to learn how to decode. Reading is not a guessing game. ...Pictures can be out of this world in wonder BUT they don’t help the reading process. Learning how to decode words is all about connecting our speech sounds to the letters on the page. Once words are decoded a chat that goes alongside the reading puts all the puzzle pieces together. Teaching children how to decode is crucial and is the foundation that all learning builds on. See more

20.01.2022 This gives such a great overview of why you teach sounds not letter names initially.

20.01.2022 This is why teaching those old rules don’t work

13.01.2022 Not only is brushing our teeth good for our oral health, but it is also great for our brains!!!

11.01.2022 https://howtospell.co.uk/one-and-once

10.01.2022 This is just gorgeous, wonderful!

09.01.2022 VER LA MÚSICA Coordinación motriz al ritmo de la música siguiendo patrones gráficos. Gracias a Katarzyna por la iniciativa del muzogram.... Youtube: Muzykcik Nombre de la obra: Tritsch-Tratsch-Polka de Johann Strauss (hijo) Síguenos en Instagram: https://www.instagram.com/psico.musica/ #MusicIslife

08.01.2022 Did you know that 32 of the first 100 high-frequency words are pretty straight forward to decode and don't really need special teaching? These are words like ...'not', 'and', 'can', 'help' and 'then'. And the remaining words? Are also decodable! We don't need to teach them as whole words that kids must learn by shape. When we teach kids to map them orthographically - they can make connections to other words. See below - how to teach the word 'look'.

07.01.2022 Are there words one can't decode? All words are decodable because when we read we translate the letters on the page into sounds and words. This is decoding. A...t first, this process is slow and laborious but then it becomes automatic and we recognize words on the page at speed. Some common words have complex spellings. It is helpful to map these words orthographically (sound/letter) so that kids can make connections themselves. #phonics #learningtoread See more

04.01.2022 Why I always encourage testing, for a whole range of difficulties

04.01.2022 The phonological awareness (PA) research early on adopted the assumption a child develops the skill of PA by moving from the largest (word then syllable then ri...me) to smallest units (phoneme). Originally, PA research was asking the question, Is PA CAUSAL for reading achievement? and they just adopted curricula that moved from large units to small units. They did NOT test whether this assumption was fact. When these studies led to improvements in reading achievement (demonstrating causality) then these research based curricula began appearing in the mainstream. That’s fine. They work! But do they work most efficiently? The emerging research and my clinical experience suggest not. First, a host of reading research finds that PHONEMIC awareness is highly predictive of early reading achievement. The larger units of phonology are NOT strong predictive of reading achievement. (example, National Reading Panel reportthere are a lot more) Second, recent experimental research has tested whether preschoolers need larger units of PA before achieving phonemic awareness. It is not needed. For instance, Ukrainetz, Nuspl, Wilkerson, & Beddes, 2011, Early Childhood Research Quarterly (This article by Ukrainetz et al includes other research studies and offers a nice critique our widespread assumption that large units must be taught before the phoneme.) Third, the alphabetic principle (the concept that our written language is a code for sounds) is the key for learning to read and it arises, in part, from awareness of the individual PHONEMES in words. I’ve never worried if a child I teach to read has rhyming ability before I reveal the alphabetic principle. As soon as I do, they’re off to the raceslearning to read. Here’s a case study with a 4 year-old of just doing 1 activity that develops 1) the alphabetic principle, 2) letter-sound knowledge, 3) phoneme segmentation (and later phoneme manipulation. He was in a preK that did not have a PA curriculum. readingsimplified.com/learn-letter-sounds Fourth, if you examine the PA research, for example in the NRP report, you’ll notice that the larger effect sizes were for those programs that moved quickly to the phonemic level, as opposed to the global/larger levels of PA. That’s partly why the NRP found that PHONEMIC segmenting and blending are the most important instructional tools. Influential reading researcher and leader Dr. Louisa Moats has this take on rhyming: improvingliteracy.org//must-children-master-rhyming-being- Dr. Dianne McGuinness in Why Our Children Can't Read in 1998 wrote a critique of the PA mainstream view that rhyming must come before phonemic awareness. I'm sorry I don't have a reference but Dr. Barbara Foorman wrote, "In kindergarten the keys to reading instruction are phonemic (italicized in original) awareness activities (not phonological awareness activities at the syllable and word levels) that help children grasp the insight of how graphemes relate to speech sounds (NRP, 2000)." Here's more about how we came to assume that large PA units had to precede small units: facebook.com/watch/live/?v=1574809492608387&ref=external Rhyming instruction can be fun and it may help some children develop phonemic awareness. Nothing at all wrong with it!! We do NOT, however, need to halt children at this stage before introducing them to the phonemic level of words. The PHONEMIC level is what allows for reading to develop.

03.01.2022 Wondered why and how decodable books help beginner and struggling readers? Here are some good reasons:

01.01.2022 Here's the verdict on Reading Eggs... https://www.spelfabet.com.au///reading-eggs-fast-phonics/