Author Archives: thinkreadtweet

I tried that and it didn’t work . . .

Originally posted on thinkingreadingwritings:
Education has a reputation for being subject to fads, where new ideas are adopted and then dropped. It seems to me that this is not so much because teachers are lazy, but because we are so…

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How to save time and money through screening

Originally posted on thinkingreadingwritings:
There is a widespread framework for intervention, sometimes known as Response to Intervention (RTI), which proposes that students can receive help at three different levels of intensity: Tier 1 – good quality classroom instruction and school…

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Are grammar schools the best way to address social mobility?

Originally posted on thinkingreadingwritings:
You may think that providing disadvantaged children with the opportunity to attend a grammar school – supposedly resulting in a more academic education – would go some way to addressing that disadvantage, but it isn’t. It’s…

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The Loneliness of the Literacy Coordinator

Originally posted on thinkingreadingwritings:
Actually, most of the literacy co-ordinators I know are sensible, well-adjusted and have lots of friends! But there are some things about the role that make it much more challenging than it appears to an onlooker.…

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Struggling readers in the secondary English classroom

Originally posted on thinkingreadingwritings:
“They just can’t access the texts.” This is one of the most frequent comments we hear when we train in schools or take workshops. All over the country, students with the potential to do better are…

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The Bigger Picture

Originally posted on thinkingreadingwritings:
I have been inspired by #picbookday today! It’s reminded me how important picture books (and books in general) have been in our family. Books and stories have always been a part of my life. Bedtime stories while…

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It’s Not Too Late

Originally posted on thinkingreadingwritings:
Our second session at ResearchED English and MFL, Oxford was entitled It’s Not Too Late to draw attention to a common misconception in secondary schools: namely, that students who are reading seriously behind when they arrive…

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