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Why Studying Children’s Responses to Colour-Coded Letters on E-Readers Really Matters?

A well-known supportive strategy with struggling readers is to highlight specific phonemes (parts of a word) within a text by colour-coding them. Specialist teachers do this all the time: using a coloured pencil they may circle tricky vowel combinations on a piece of paper. Coloured letters can help in developing accuracy and fluency, foundational skills in reading. An accurate and fluent reader is someone who can read a text without the need to stop creating a “bridge” between the words and comprehension. However, the effectiveness of this common pedagogical … Continue reading Why Studying Children’s Responses to Colour-Coded Letters on E-Readers Really Matters?

Using the Linguistic Infrastructure to Develop the Amigo Reader

By Antonis Symvonis, Technical Coordinator of iRead iRead Linguistic Infrastructure The iRead project’s Linguistic Infrastructure is a set of language resources and services which enable SMEs, publishers and education providers to design and deliver content to primary school children learning to read. It contains a series of learning resources and services which pertain to specific language models … Continue reading Using the Linguistic Infrastructure to Develop the Amigo Reader

Using the Linguistic Infrastructure to Develop the Navigo Literacy Game 

By Antonis Symvonis, Technical Coordinator of iRead Linguistic Infrastructure The Navigo Literacy Game was built using the iRead project’s Linguistic Infrastructure. In this blog, we describe how developers at Fish in a Bottle use the Linguistic Infrastructure in their DfE award-winning app. As Co-Founder Drew Wilkins explains, “Having iRead’s Linguistic Infrastructure meant that we could … Continue reading Using the Linguistic Infrastructure to Develop the Navigo Literacy Game 

Ask the teachers: Vivlos Primary School – Applying iRead to Naxos, the largest of the Cycladic islands!

By Elpiniki Margariti, Doukas School and Skarkos Christos, 5th Grade teacher at Vivlos Primary School This is the fourth in series of blogs with schools participating in the research phase of the iRead project across Europe. Elpiniki Margariti asked Skarkos Christos from Vivlos primary school about their experiences with the iRead technologies so far. Skarkos … Continue reading Ask the teachers: Vivlos Primary School – Applying iRead to Naxos, the largest of the Cycladic islands!

Ask the teachers: Grafton School – A teacher’s account

By Liz Herbert, UCL-IOE, Department of Psychology and Human Development This is the third in series of blogs with schools participating in the research phase of the iRead project across Europe. Liz Herbert asked Vicky Berkson from Grafton School how things were getting on. Vicky told us: "We are an Outstanding 2 form entry Primary … Continue reading Ask the teachers: Grafton School – A teacher’s account

Ask the teachers: 33rd Primary School of Peristeri – A teacher’s account

By Kiriaki Agathaggelidou of 33rd Primary School of Peristeri and Elpi Margariti, Doukas School In the second of our 'Ask the teachers' series, Elpi Margariti asks Kiriaki Agathaggelidou to reflect on their school's involvement in the iRead project. "At the 33rd primary school of Peristeri, Greece, during the school year 2019-2020, nineteen 2nd grade students … Continue reading Ask the teachers: 33rd Primary School of Peristeri – A teacher’s account