This article is based on, and written in relation to, findings of educational research (Cremin, 2008, Pieper & Beadle, 2016 & Miller & Anderson, 2009). The tenor of this article is to allow the reader to reflect on children’s reading and is in no way a criticism of any school(s) policy or teachers’ practice.
This is a grass-roots account of how, in one term, two teachers have taken one class’s reading and made it a central, natural and pleasurable part of the life of a classroom.
Continue reading “Creating A Community Of Readers: The Power Of DEAR”
A Teacher’s Philosophy
I should start out by stating quite clearly that this is not an article advocating for the removal of phonics from classrooms. However, a teacher’s approach to the task of teaching reading is guided by what they think reading actually is. If armed with a viable definition of reading and an understanding of some of the instructional implications of their definition, teachers can use almost any reading materials to help children develop productive reading strategies.
Continue reading “Why children should be encouraged to only ever use phonics as a helpful friend.”