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While there is no single universally agreed-upon phonics sequence, effective systematic phonics programs share a similar, research-based progression that moves from simple initial code to advanced and complex code. The universal philosophy is to teach the most common, high-frequency letter-sound relationships first, and this enables children to read words quickly. The Standard Systematic Phonics Sequence […]

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Research into brain activity has shown a bidirectional connection between visual and phonological areas of the brain. This means that children should be systematically taught how letters map to speech sounds and also the speech sounds to print. These skills support each other, creating a reciprocal relationship. Source of the definitions: Jennifer Buckingham (2020),  Five […]

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The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8th Edition is a norm-referenced assessment used to assess reading skills from the beginning of schooling through the end of eighth grade. DIBELS is also a criterion-referenced assessment (meaning it measures a student’s performance against a fixed set of predetermined standards or benchmarks.) DIBELS can be […]

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Many literacy organisations recommend between 10 and 20 minutes of reading per day, largely due to the exposure of words this brings to a student. However, citations linked to these recommendations are typically not peer reviewed studies. Most of the existing recommendations seem to be based upon an article from 1988 in which the researchers […]