Comments from course members...
I have tried out a couple of your ideas so far this week and have been really impressed by the results. I got a year 6 French class to check their own work and then a friend's before handing it in to me and it was amazing the difference that bit of time made to what I then received. I have also stopped writing things on the board for them to copy, rather looking at words if in French or discussing English words with a very bright Y6 RE class before them writing the things down, already the standard of their writing has gone up!
Lots of interesting information that has stimulated a lot of thought about teaching children with dyslexia.
It couldn’t have been more useful – I feel inspired, empowered and have follow up support!
and from parents...
My daughter G. has always had trouble with her English and particular her spelling. We were put in touch with John Bald by a mutual friend and he coached my daughter in spelling remotely. His teaching methods and techniques were amazing and we could not believe the improvement in such a short period of time. My daughter achieved an A* in her English Language and English Literature which was quite an unbelievable achievement. LH
...a life-changing breakthrough for both of my daughters..KF
...like turning a key. JR
Note: While the LH case seems too good to be true, it really happened as the parent describes. The student is one of the highest-attaining young people in the country, and every other aspect of her work was already at A*. Previous attempts by the school to tackle the problem involved the usual error of going right back to the beginning, which G found useless and mildly insulting. She told me during the lessons - there were just two of them, by telephone - that she enjoyed being taught using my approach. Explaining spelling in the terms set out below appears to have removed a block and so boosted confidence in other areas of the subject.
At a training course this week, a teacher who had been assessed as dyslexic described her frustration at having been given, as a teenager, the task of arranging the alphabet in a circle and learning it. I fully understand and sympathise. Most teaching techniques used by the semi-official bodies concerned with dyslexia reflect a blinkered and ignorant approach to teaching that has no basis in research, and in particular no basis in either brain research or a modern understanding of English. This ignorance is too often backed by authority.
Across the English-speaking countries of the world, children are failing in school in such huge numbers that people have come to expect it. No-one wants this situation, and governments spend billions of pounds trying to tackle it, to very little effect.
Educational failure is unnecessary. Current brain research, including the work of the British Medical Research Centre's Applied Psychology Unit and Nobel Prizewinner Eric Kandel's In Search of Memory, is showing us what happens as we learn, and giving us the knowledge and understanding we need to promote effective learning for everyone. Put simply, our brains consist of billions of cells that make contact with each other, building networks and connections that are the basis of memory, thought and mind. What builds these networks, builds success. Whatever we do that does not do so, impedes it.
The teaching outlined on this site is based on building neural networks and is highly effective. It is free to individuals, and a parent (or grandparent), sits in on every lesson with children, so that they can follow up the work between lessons. For older children and adults, lessons can sometimes be given via skype, or telephone.
Books and reviews
I've written two books, Using Phonics to Teach Reading and Spelling (Sage) and The Literacy File (available from me). The Teaching Assistant's Edufax publication may be downloaded free, here. Reviews on this site represent my honest opinion. I have no financial connection with any publisher, and there is no paid content. The site has just passed its first 100,000 hits.
I have extensive and highly successful experience of training teachers and assistants in literacy (including dyslexia), languages and basic mathematics. All training is closely matched to your needs. I offer specialist advice on staff appointments, contracting and legal matters, where my experience includes work with the late George Carman QC. I am a member of the UK Department for Education's Expert/Reference group on teacher training, and of its ministerial steering group for languages. I am technical adviser on languages to the Hackney Learning Trust, have recently joined an advisory training group, based at the French Embassy, and my notes on small-scale research have been circulated by the National College for Teaching and Leadership.
My work was featured at the Sunday Times/Wellington College Festival of Education in 2012 and 2013.
2013 Presentation: Download Helping your child with spelling.
This conference was sold out. Course members asked for notes on assessing languages without using NC levels. These are here.