The review emphasizes the need for more research to improve the reliability of tier one practices in teaching readers with dyslexia.
The speaker discusses the importance of incorporating phonics, syllabification, and comprehension instruction integrated with specific texts in teaching primary reading.
The episode highlights the connection between fluency and comprehension in reading and suggests exploring strategies like echo reading and reading breadth to enhance instruction.
Deep dives
Importance of Tier One Instruction for Readers with Dyslexia
The podcast discusses a review of the evidence on tier one instruction for readers with dyslexia. The review highlights the need for more research in this area to improve the reliability of tier one practices. It also identifies phonemic awareness, phonics, reading comprehension strategies, and text structure instruction as key areas with some evidence of effectiveness.
The Art and Science of Teaching Primary Reading 2.0
The podcast explores potential changes the speaker would make to a book on teaching primary reading. The speaker discusses areas where more nuance could be added, such as the role of phonics and the necessary simplification involved. They also mention the importance of syllabification, the overlap between reading and writing, and the integration of comprehension instruction with specific texts. Additionally, they express the desire to give a label to their view of good comprehension instruction and discuss the pitfalls of skills progressions in reading.
Expanding on the Book's Content
The podcast episode delves into topics that the speaker could not fully cover in the book. They express the desire to discuss spoken language development, design and deliver professional development for teachers on reading, and the effectiveness of one-to-one reading. They also mention the importance of effective communication with parents about phonics instruction and other reading-related topics.
The Importance of Phoneme Flashcards in Teaching Reading
The podcast episode discusses the use of phoneme flashcards in teaching reading. While some argue that flashcards can lead to a limited understanding of phonemes, the speaker shares an interesting approach used by Tiffany Peltier. Peltier encourages students to not only identify the phoneme on the flashcards but also to recognize other phoneme variations associated with it. This approach sensitizes students to the complex relationships between sounds and spellings, rather than desensitizing them. Overall, the episode suggests that flashcard usage is not necessarily problematic when used effectively.
The Relationship Between Fluency and Comprehension
The podcast delves into the relationship between fluency and comprehension in reading. While fluency is essential for reading, it doesn't require a complete understanding of every aspect of the text. The speaker emphasizes that fluency can be achieved even when readers don't fully comprehend every detail. However, it is important to understand key aspects of the text that contribute to fluency. The episode highlights the need to pay more attention to this connection between fluency and comprehension and suggests that further exploration of this topic, along with strategies like echo reading and reading breadth, would enhance reading instruction.
Episode 106: This week on TDaPE I'm joined by Christopher Such for an exploration of the changes Chris would make to his stellar work, The Art and Science of Teaching Primary Reading. Why does Chris want to make changes to this clearly wonderful book? If he had the chance, what changes would he make? We explore each of these questions and much, much, more; taking a trip through phonics, morphology, definitions, and even finding time to discuss how the structure of a book can have an impact on the reader. And then, as if that wasn't enough, Neil Almond joins me to share his thoughts on the interview and Chris' plans for the second edition of TA&STPR. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one.
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