Christopher Such

I've made a blog-post where all the resources I've shared - from science curriculum documents to tier two vocabulary lists - can be downloaded. Help yourself! primarycolour.home.blog/2019/11/02/one…

Dropping @Suchmo83 reading comprehension map to remind us that reading comp *isn't simple*

@turing_hamster @Suchmo83 It's fantastic! Here's a video explaining- youtu.be/JvtUxB5WM1k?si…

@AcademyTrust @researchED1 For those interested, I will be delivering two sessions: the one described above *and* a second session that looks at meaningful, effective teaching of post-phonics reading lessons.

Another fantastic speaker at #rEDEastAnglia this summer! @Suchmo83's session identifies the valuable research that will help you support every pupil to become a confident reader 📖 🎟️Get tickets: tinyurl.com/57e67vsm @researchED1 #reading #literacy #researchED #teacherCPD

@janhasbrouck If it exists, I'm yet to see it, I'm afraid. What we might call accountable passive word recognition is one of many areas where there's close to zero research despite the obvious utility of such research to teachers.

I've been asked about any research regarding students tracking text with a finger or marker while reading. Can you help connect me with any such research? Thanks in advance!

Delighted to share my latest blog, written with the TTRS team. Here, I look at how to explore the same multiplicative big idea in different ways. The examples I give, used in KS2 classrooms, have given me some of my favourite teaching moments: ttrockstars.com/open-mic-explo…

@MeganGierka @athenaeumbc And it just gets better and better.

@athenaeumbc Speaking of books... @Suchmo83 I cannot put my brilliant friend down! I'm about 1/3 of the way thru 🥰

Fewer than half of US adults read a book last year. Even fewer read an actual novel, and the trend is looking worse still for teenagers. Why is nobody talking about this??

"Reading lessons involve precious little actual reading, especially of whole texts. There is a lack of text discussions aimed at developing pupils’ appreciation of written language and their active, personal role in reading." In England, they are grappling with the same issues as US schools. From @Suchmo83's latest:

@karenvaites This model is more about helping teachers towards a shared theory of reading development. The practicalities of what the 'explicit teaching and meaningful text experience' looks like (including lots of scaffolded reading practice) is the subject for an entire book...

Also, I'm sitting with @Suchmo83's model of reading comprehension. It all feels accurate. I wonder if there is a way to incorporate the broader themes of the piece, around the role of volume of practice with actual texts.

@laurapatranella @karenvaites I find that the best way is to present it all together and then boil it down further with a short summary. Here is my 9-minute summary that I direct participants of professional development towards after the sessions we have together: youtu.be/JvtUxB5WM1k?si…

@karenvaites @Suchmo83 I love this model, but how do you distill it to most teachers..and/except really you need to understand how interconnected the pieces are. 🙂‍↕️

@mobo40 I really hope you find it to be useful. 🙂

Very happy to arrive home to my book today. Thank you @Suchmo83 Still buzzing to have won this 😊

Huge misconception in education: that every lesson, activity, etc. has a 1-1 corresponding skill outcome that must be observable and assessable. "Why are you reading aloud to 8th graders? Can't they read?" "Yes. But my reading to them is enriching their souls. So hush up."

🤔What if a 3-minute task could flag students with DLD? Ward et al.'s (2024) meta-analysis of 46 studies established that children with DLD score 2 standard deviations below typically developing peers on sentence repetition. Ou new study extended that work. We found that fourth graders with dyslexia who qualified for speech-language services scored significantly lower on sentence repetition than dyslexia-only peers (Hedges' g = −1.61), suggesting the task may help identify broader language vulnerability within dyslexia-identified populations. 🔗Read it here: rdcu.be/ffZQd

@MeakerR @furlong_kate @Team_English1 @EnglishWales That's really lovely to hear. Thanks for sharing.

@furlong_kate @Team_English1 @EnglishWales @Suchmo83 is an inspiration and cannot recommend his book enough to inspire a whole-school approach to reading.

Does anyone have any successful whole school reading strategies that they use and are willing to share? @EnglishWales @Team_English1

📢 3 more expert speakers, 3 exciting, research-led perspectives, 1 powerful day of professional learning – @Suchmo83, @AmandaWilson910 & Charity Novick are joining #rEDEastAnglia at @MilCollege this June! ✈️ 👉 Book now: tinyurl.com/mryr325c #TransformingPD #TransformingLives

@turing_hamster @MrZachG This tends to require knowledge of GPCs covered in the first 18 months of most systematic phonics programs I've come across, alongside strong blending using these GPCs.

@turing_hamster @MrZachG In terms of when a pupil is ready for their decoding practice to primarily be with 'normal' text, a sensible heuristic is to do this once the kid is making sensible decoding attempts throughout unfamiliar words (without resorting to a partial-decode-then-guess strategy). >>

phonics is a critical piece, but it's not the ONLY thing a kid needs to be a strong reader kids need to know the phonics skills with ease. that allows them to focus on comprehending the text so what should you concretely do after phonics? build reading fluency via repeated reading 1. use decodable texts (texts that mostly follow the phonics rules and use Heart Words that the student has learned) 2. model how to read the text to the child. this teaches them the prosody and flow of how it should sound 3. (optional) echo reading. teacher reads a line, student reads the line back 4. have the student read it independently a couple more times, giving feedback on their reading 5. assess their comprehension. it's a good signal of whether the repeated reading worked. it allows them to comprehend texts that they may not have been able to with only one cold read

@MeganGierka @turing_hamster @MrZachG Absolutely agree that scaffolded use of 'normal text' should be introduced to while class instruction while kids are still learning phonics. I tend to find that the latter stages of the second year of phonics instruction is a good time for this.

@turing_hamster @Suchmo83 @MrZachG I recommend introducing scaffolded text alongside decodable as students were beginning to master most phonics programs, usually a few months into 1stgr