By Molly De Lemos
This position statement was developed to clarify what I see as the basic facts relating to how children learn to read, and how best to teach them, as supported by current theory … more
By Dr Lousia Moats
The accomplished researcher Susan Brady, in reviewing evidence regarding the merits of phonics instruction since the National Reading Panel (NRP), concluded that systematic, … more
After only two terms, Al Faisal College students are already working a year above last year’s results.
13th August 2014, Sydney: Al Faisal College in Auburn saw a dramatic improvement … more
Bellbrae Primary School, located in rural Victoria about 100 kilometres from Melbourne, knew something had to change.
Between 2008 and 2011, Bellbrae Yr 3 Spelling NAPLAN results were considerably … more
by Kevin Wheldall, Jennifer Stephenson, and Mark Carter in MUSEC Briefing, Issue 39, July 2014
Macquarie University Special Education CentreStatement of the ProblemInternational studies comparing … more
By Chester E. Finn, Jr. 06/29/2014
My chief mentor, the late Daniel Patrick Moynihan, occasionally warned against “semantic infiltration,” which he correctly … more
By Alison Clarke
Professor Joe Elliott of Durham University in the UK is one of the authors of a soon-to-be-published book arguing that the diagnosis "dyslexia" is poorly-defined and not useful. … more
By MARIA KONNIKOVA, in the New York Times, JUNE 2, 2014
Does handwriting matter?
Not very much, according to many educators. The Common Core standards, which have been adopted in most states, … more
By Hal Malchow
The dyslexia debate is, at first glance, a small one. Julian Elliott and Elena Grigorenko, in their new book, The Dyslexia Debate, argue that the term "dyslexia" describes too … more
By Dick Weigall
“What I have taught you today is so important that you have to learn it before we progress any further.” The teacher in question knows how essential it is to … more