Part 2 is more applied, looking at how to support dyslexia in a general education setting, to empower teachers, especially in literacy and math. The second focus was to build awareness of the “emotional impact dyslexia” and offer a deeper …
I took up the opportunity to complete the Made by Dyslexia training in an effort to broaden my professional understanding of dyslexia, in connection with my interest in the science of reading and the acquisition of vocabulary. Following some sage …
With a deepening commitment to understanding the science of reading and gaining a better understanding the challenges of the pupils with learning needs centred on literacy, I marked-in the commitment to complete the Made by Dyslexia training over the break. …
This should be a short post. It is a frustrated post. It is where lay advice, proverbial advice, is bad advice for learners. “If at first you don’t succeed, try, try again,” is bad advice for learners. What is more …
Part I covered the background research, that the “more popular option” of premade flashcards may lead to users “missing out on learning experiences that might occur when making one’s own flashcards.” Of course, there is more to it than that. …
It is a practical question. Use premade flashcards or design your own? What at first appears to be a relatively straightforward question, is far from from it. Pan et al. (2022) offer a ‘General Audience Summary’ and that is a …
At the beginning of the summer, I stumbled upon the work of Dr Svenja Heitmann. At the time, I wrote up the papers and started a dialogue with Dr Svenja about her research. It follows on from my interest in …
Working with RememberMore, focusing on the pupils encoding and use of new vocabulary and reading ‘Ready to Teach: A Christmas Carol,’ I have been reviewing the test-enhanced learning routines for acquiring the copious amounts of new vocabulary and powerful words …
