Course for parents in Launceston

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Places are limited so please book early to secure your place

Places are limited so please book early to secure your place

Latest News …

There are many discussions surrounding the use of phonics in schools at the moment. Recently, a particular posting spurred me into action – yet another claim was being made that phonics alone was responsible for the wonderful, incredible and indisputably effective use of a phonics programme to secure literacy acumen amongst children participating in a recent study.

child question mark

My response (see menu: Reading is more than Breaking-it-down and Sounding-it-out) is based on the experience I have working with children (and their parents and teachers) who do not find the one-and-only phonic programme route into literacy suits their learning needs. It fails them. Worse than that, it excludes them access to the rewards and purposes of reading.

Phonics is important. Without a basic sound-to-letter(s) recognition and knowledge, the squiggles of our alphabet cannot be understood. But English spelling requires us to go beyond breaking-it-down-and-sounding-it-out. There is more to reading than that.

For anyone working with children who need more than phonics, please see my ‘unconditional reading support’ advice for parents.

 

 

Best wishes to you all,

Sally

 

Reading Access and Support

 Unconditional Support for the Struggling Reader

- removing barriers to failure

I have written this article to highlight the success of using an alternative strategy to support reading to engage those who are experiencing failure, frustration and lack of motivational reward.

A project using this approach with parents of dyslexic children in Cornwall proved to be very successful – more details on request.

Reading failure breeds low self-esteem, frustration and exclusion. Poor readers are hampered in their ability to access the language, information and rewards of achievement afforded to their peers. They face embarrassment, disappointment and demotivation. And, as if that wasn’t enough, they are then often subjected to torturous methods of intervention which only perpetuate their lack of reading success. Read more »

Fun Times Tales

FUN TIMES TALES

links multiplication tables to stories and games to make learning

interesting and fun.                   (CD AVAILABLE FOR SALE BY POST)

designed and produced by Sally Collard

Some children run from their tables, unable to recall which numbers go where and what numbers come next.  

 

What they need are memory aid prompts that lets them pull out the right answer to remember their tables with confidence, accuracy and fun.

Read more »

Telling the Time

Many dyslexic and dyspraxic child struggle to learn how to tell the time. This can lead to frustration and embarrassment, but also a poor sense of time.

                  

Read more »