Parent Interventions: Navigating through the Pandemic  |  Health Monitor: Attention and Memory Deficits in People Who Experienced Mild Covid  |  Parent Interventions: How can we Revert Peanut Allergies in Children?  |  Teacher Insights: Play Based Learning has a Positive Impact on Child's Learning and Development  |  Health Monitor: Social Media Use Likely to Affect the Physical Health of a Person  |  Parent Interventions: How to Deal with Developmental Language Disorder in Children  |  Health Monitor: Lifestyle Interventions from Early Childhood Prevents Cardiovascular Diseases  |  Teacher Insights: Teacher Expectations Can Have Powerful Impact on Students Academic Achievement  |  Policy Indications: Make Sure the Digital Technology Works for Public Good  |  Teacher Insights: The Significance of Social Emotional Learning Curriculum in Schools  |  Health Monitor: Forgetting is a Form of Learning  |  Higher Studies: University of Manchester Invites Application for LLB and LLM Programmes   |  Health Monitor: Is There a Blue Spot Inside our Brain?  |  Parent Interventions: Babies born during the Pandemic Performs Lower during Developmental Screening  |  Policy Indications: Invest in Structural Steel R&D : Prof BS Murty  |  
February 05, 2020 Wednesday 11:02:36 AM IST

Reading better with phonics

Teacher Insights

A study done by the Melbourne Graduate School of Education and the Murdoch Children's Research Institute found that intensive phonics-based targeted reading intervention improves the ability of students to learn and retain the foundational skills required for reading. A study was done in New South Wales with 232 Grade I studies who were found to be requiring additional support for reading. They were split into two groups- one group was given conventional training while the other group was given MiniLit program developed by a private group that is phonics-based. It was found that the MiniLit group had better foundational skills required for reading compared to their peers who received the usual classroom instructions.

Comments