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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.
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…
When the sound scores and the movement scores are both near the floor, you are looking at more than a reading problem. That pattern needs specialist teaching rather than a general classroom programme with a bit more of it.
Naming things quickly, repeating made up words, working out an unfamiliar word: all at the bottom. Then coordination and handwriting down in the same…
A child can be excellent at blending sounds you give them aloud and still not read a word on the page. Practising one part very hard does not mean the whole thing has arrived.
Where a child has had a lot of instruction in one subskill, that skill will test well while the actual job stays out of reach. So test the job itself…
For a very able student, an average score can be the finding rather than proof there is nothing wrong. If everything else sits far above and the sound skills sit in the middle, the distance between them is the thing to report.
Services are usually decided by a cutoff, so the most able affected students go their whole school career without help while working several times as…
Looking for a whole subject rather than a single practice? Start from the nine areas.