Practices

Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.

What matches

237 practices

Narrow these down

Processing speed is the stubborn one. It shifts a little with repeated, rhythmically paced practice and hardly at all with explanation, so say that to a family at the start rather than when they are disappointed.

Teaching a strategy will not make a slow processor quick, and telling a child to hurry up only makes the work more unpleasant. Graded practice with…

LongerGetting assessed and diagnosedCoreQur’an 18:69One line of research

Assess, make a plan, do the work, and then keep measuring while you do it. Without that last part you have no way of knowing whether to push harder, change direction or stop.

Use more than one stream: your own measures, what parents notice at home, what school reports, and what the child says about it. Children will tell…

LongerGetting assessed and diagnosedCoreQur’an 42:38One line of research

Rolling or throwing a ball back and forth with someone is more useful than it looks when one of you has gone blank. It gives the body a job and the two of you a rhythm at the same time.

It works over a video call as well: ask them to fetch a ball from another room and bounce it while you talk. Say what you are doing and why, so it…

Five minutesGrounding and settlingBody basedQur’an 2:186Long taught, never tested

If your child is learning to settle, learn it alongside them rather than supervising. Parents who practise report less stress of their own and less flying off the handle.

Attention difficulties run in families, so the adult in the room is often working with much the same wiring at the end of a longer day. Practising…

Twenty minutesGrounding and settlingMindfulnessQur’an 16:80

Looking for a whole subject rather than a single practice? Start from the nine areas.

The fear underneath anger

Your sense of time

Exercise, food and other supports

Obsessions and compulsions

When you go numb

Moving your body

Grounding and settling

Making it stick

Your nervous system

Get started

Righteous anger and perfectionism

Structure and routine

The moment before you snap

Choosing your response

Bringing the future closer

Use your strengths

What you are actually defending

Remembering to do it

Long taught, never tested

When something is genuinely alive for the person in front of you, work with that. Whatever you had planned to cover keeps until a quieter week.

Teaching over the top of live feeling does not land, and it tells the other person that your agenda outranks their week. When there is heat, follow…

Twenty minutesMaking it stickCoreQur’an 18:23One line of research

You can screen for a processing difficulty with no test at all. Just notice, in ordinary conversation, whether the child is answering what you actually said.

A child who drifts off topic, answers a slightly different question, or needs things said twice may not be avoiding you or daydreaming. The words may…

A minuteReading, numbers and learning differencesCoreQur’an 20:28One line of research

Clapping games, skipping rhymes and silly verses are worth doing. They are good for the ear and they cost nothing, but they will not on their own repair a reading difficulty, and it is kinder to say so early.

Play the games, and separately get the structured teaching that a child with a real decoding problem needs. Families are often told that rhyming…

Five minutesReading, numbers and learning differencesCoreQur’an 2:185One line of research

Invent words together. Say a made up word, pull it apart into its sounds, put it back, then take one sound out and hear what is left. The nonsense is the point, because there is nothing for memory to fall back on.

With a real word, a child who cannot work with sounds can often get by on memory, and you learn nothing about what they can actually do. A made up…

Five minutesReading, numbers and learning differencesCoreQur’an 2:31One line of research

Plenty of children read the equals sign as put the answer here. Write it the other way round sometimes, eight equals three plus five, so they meet the idea that both sides are simply the same amount.

Move the sign about. Leave the gap in the middle, four plus something equals two plus five, and watch what the child does with it. If they add…

Five minutesReading, numbers and learning differencesCoreQur’an 2:32One line of research

The word one does several jobs at once: a digit, a number, a single object, a whole set. A child who has not sorted those out will put figures in the wrong columns and later read a third as a number instead of a part of something.

When digits land in the wrong place, check whether the child knows what is being counted before calling it carelessness. Say the unit out loud: one…

Five minutesReading, numbers and learning differencesCoreQur’an 24:61One line of research

Ask someone to repeat a made up word and memory cannot rescue them. That is exactly why this small task keeps finding difficulties a clever, well practised person hides everywhere else.

Real words can be recalled, and a strong memory will lift a score without the skill underneath being there at all. A word that has never existed…

Five minutesReading, numbers and learning differencesCoreQur’an 43:52One line of research

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

Twenty minutesReading, numbers and learning differencesCoreQur’an 55:4One line of research

A display organised by sound rather than by alphabet gives a child more to hold on to. Let them feel where each sound is made, lips, tongue, teeth, and match that to the letters that spell it.

Reading is learned from speech towards print, so a border running A, B, C tells a child very little about what they are actually doing. Grouping by…

Twenty minutesReading, numbers and learning differencesCoreQur’an 26:13One line of research

Before drilling number facts, check whether the child has any feel for how much a number is. Which pile is bigger, is eight nearer to ten or to two, give me three of those.

A child with no sense of quantity can still learn to recite that seven and eight make fifteen, and it will be a string of sounds attached to nothing.…

Twenty minutesReading, numbers and learning differencesCoreQur’an 16:78One line of research

Build numbers and break them up again. Seven is five and two, and also six and one, and a child who can see that has the thing mental arithmetic is made of.

Blocks, buttons, coins, anything you can push into two piles and back together. Ask which numbers fit inside other numbers and let the child show you…

Twenty minutesReading, numbers and learning differencesCoreQur’an 87:8One line of research

Patterns sit underneath both reading and arithmetic. Blue, red, green, blue, red, green: making a sequence, copying it, then breaking it on purpose builds the ordering that words and numbers both run on.

Use blocks, beads, claps, a drum, anything with an order to it. Ask the child to make the same pattern, then to spoil it deliberately and tell you…

Twenty minutesReading, numbers and learning differencesCoreQur’an 20:25One line of research

Find something the child already loves, a team, an orchestra, a game, and lay their results over it. These players are strong, these ones need coaching, and none of it means the team is no good.

Feedback lands very differently when the low scores are players who need training rather than facts about who someone is. Do it with their own…

Twenty minutesReading, numbers and learning differencesCoreQur’an 30:22One line of research

In practice, you sometimes have to stop a child using the trick that has kept them afloat, so the weaker skill finally gets used. Expect them to hate it for a while.

If memorising is doing the work, the part that should be doing it never gets a turn. So build short pieces of practice where the workaround is simply…

Twenty minutesReading, numbers and learning differencesCoreQur’an 94:5One line of research

Ask a struggling ten year old what division actually is and you will often get a blank, or a method with no meaning under it. Going back to what each operation does is usually worth more than another go at this term's work.

Division is sharing out, or taking the same amount away again and again until nothing is left. Multiplication is that same amount repeated. Children…

LongerReading, numbers and learning differencesCoreQur’an 18:69One line of research

When someone tells you they have been hurting themselves, keep your face steady and stay curious. Alarm closes the conversation, and you need it open.

A visible flinch teaches the person that this is not something you can hear, and the next disclosure goes elsewhere or nowhere. It can also make the…

A minuteWhen everything feels flatParts workQur’an 16:127One line of research