In this International Dyslexia Association Perspectives article, Kate Cain explores the topic of reading comprehension and how language skills develop. The article explains how vocabulary acquisition, understanding of sentence structure and how sentences work together, the ability to infer and integrate information, and building a […]
In this International Dyslexia Association Perspectives article, authors Jane Oakhill and Kate Cain explore the factors supporting reading comprehension beyond basic decoding and suggest critical skills that should form the core of literacy instruction and interventions to support poor reading comprehension. The article outlines which […]
In this Reading Rockets article, Daniel Willingham explores the topic of critical thinking and how to foster metacognitive skills in the classroom. Willingham notes that background knowledge plays a role in critical thinking and understanding the surface structure of problems. He provides evidence-based strategies, such […]
In this Knowledge Matters Campaign article, Daniel Willingham explores the factors that lead to critical thinking skills, noting that background, or domain knowledge, plays a key factor. Willingham notes, « background knowledge is absolutely integral to effectively deploying important cognitive processes, » suggesting that facts that are […]
In this column for American Educator, cognitive scientist Daniel Willingham defines critical thinking and provides strategies for fostering thinking in the everyday classroom. Willingham defines critical thinking in three ways stating it must be: novel, self-directed and effective and that it is the third attribute […]
In this Occasional Paper Series from Education Future Frontier, cognitive scientist Daniel Willingham takes a deep dive into the science behind teaching critical thinking and offers strategies such as understanding the domain knowledge required for understanding, creating conditions for transferable skills, and understanding the structure […]
Curious about how sounds are represented in print? Not sure about what the most common spelling is for a phoneme? This handout provides the most frequent spellings for the vowel phonemes in English.
Often, high-frequency words are called « sight words » with the expectation that these words are irregular and must be memorized. Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized […]
Elkonin boxes build phonemic awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used […]
Le questionnement à la base de la présente recherche a trait aux activités pédagogiques visant le développement de la fluidité en lecture auprès de lecteurs de la 2e à la 4e année du primaire (CE1 à CM1), et ce, en s’inspirant du modèle RAI (Réponse à l’intervention) (Vaughn, Klinger, 2007).
Apprendre à écrire une langue alphabétique comme le français implique notamment que les enfants comprennent le principe alphabétique au tout début de leur scolarisation ; en d’autres mots, ils doivent saisir que les segments de la langue orale (les phonèmes) sont à mettre en relation avec les signes écrits (les graphèmes).
Voici comment faire la planification par enquête pour savoir sélectionner les mots et les sons les plus pertinents pour travailler : la conscience phonologique/phonémique.
