Dyslexie font, coloured overlays and Irlen Syndrome | Spelfabet

Dyslexie font, coloured overlays and Irlen Syndrome | Spelfabet
— Read on www.spelfabet.com.au/2018/06/dyslexie-font-coloured-overlays-and-irlen-syndrome/


Some proof that EYFS does NOT need to be extended into year 1

The Quirky Teacher

At this time of year, a few boys in reception year are being brought to my attention by staff, or making themselves known to me – they’re starting to push the boundaries a bit, maybe get a bit too rough. All the free choice is definitely not good for them because they’re mostly drawn to stress-testing lego construction rather than choosing the independent writing table. The clock is ticking and while we can’t do much about what is happening now (because of the requirements of the EYFS), we know that what these lads need is authority, routine, structure, a clear division between work and play. Everybody says it, even their parents.

When I first came to this role, I was told that our children couldn’t and wouldn’t be able to cope with formal learning and I was advised to extend the early years experience into year 1. This is considered…

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7 ways to help the bottom third


It’s the time of year when we farewell Year 11 students, with a mixture of relief, anticipation, and sometimes a tinge of regret. For some, the promise of what they will do with their lives is so beautiful it almost intoxicating. For others, not so much: those students who strove, who struggled, who despaired, and sometimes gave up; the ones whom we instinctively feel should have done better, but we know are likely to end up with grades at 3 or even below. And it‘s at this time that we most wonder – could we have done something different?

There are many potential reasons why students struggle. The learning that is being assessed at GCSE has accumulated over the years of the education, both inside and outside school walls. Skills that bear a single name – like ‘essay writing’ – are in fact are a composite of many different skills…

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Anything but the teaching . . .


The latest issue of Best Evidence in Brief continues a long-standing trend in the business of teaching children to read: namely, to flail about looking for anything that might shore up student reading, without having to go to the bother of actually getting teachers to teach differently.

The bulletin describes an intervention in 12 US primary schools with economically disadvantaged students. All had their vision tested and were issued free spectacles if they were found to need them – one pair for school, one for home, with broken pairs replaced for free. I was surprised to read that 69% of students tested needed glasses, so it was well worth investing in the screening process.

Providing poor children with vision testing, and supplying glasses if indicated, is a good thing in and of itself, and to be applauded. It removes a key barrier that might otherwise impinge upon students’ ability to…

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