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We usually start with syllables, sounds and graphemes then look at morphology to support memory but sometimes the morphology needs to come first and this is such a time. Ask everyone to doodle the concepts as you talk through the words. 1. Start with ‘finite’. As with other words, you can start … Read More

Here’s an updated version of a post which was originally a response to this tweet: Of course #syntheticphonics is vital, but does it help a child spell photosynthesis in Yr. 5? We need to equip ALL children with ALL the tools to succeed. #syllables It’s a reasonable question that highlights two issues: … Read More

That Spelling Thing is an evidence-based method using the ‘bones of English’ – phonics and morphology – to support memory, ensure accuracy and increase vocabulary. Below are the steps to spelling that frame our CPD sessions. Spelling is a vast subject which, if taught on a word-by-word basis, can feel overwhelming. Instead, … Read More

What follows is for professionals who are offering phonics advice to parents and/or teachers. Please check all your content, especially when stated as ‘rules’, against a credible source, i.e. make it ‘evidence based’. Errors happen and I depend on people to be gracious when they spot mine, but the example below is … Read More

Today’s guest blog is from Georgina Mavor, senior That Reading Thing trainer from Western Australia. Her background in psychology gives such depth to her work with students who struggle to read and write. I’m thrilled to be able to share her wisdom here. In That Spelling Thing workshops, most of our discussion … Read More

As so often, it started with a tweet when a teacher asked Does anyone have any tips or tricks for teaching pupils (read: me) how to remember the spelling of camouflage? At last count there were over 30 replies given by people self-described as KS3/4 teachers of physics, maths, English, French, science, … Read More

I asked some teachers what kind of errors their students make and this answer grabbed my attention: Forgetting simple rules – e.g. /ee/ at the end of a word is ‘y’, etc. My first thought was that some students might know words like ‘agree’ or ‘tea’ or monkey’ but lack the language … Read More

Note: This is something to try only when you are completely confident with the TRT approach and for use with older learners who have struggled for years to remember the difference between ‘to’ and ‘too’. It’s not an initial introduction! It’s quite beautiful when it works but requires a good long discussion … Read More