Language and Learning

05/03/2026

This is one of my favourite strategies for supporting Reading Comprehension skills and writing while keeping the text as the focus.

What this means is that the strategy can be used and adapted by the students to understand and summarise any text on any topic, whether written or visual.

Giving students the toolkit to become independent learners & can be easily adapted to increase or decrease complexity and scaffold student success!

04/03/2026

From Joan Sedita via LinkedIn In
Article Links ⬇️

https://www.edutopia.org/article/just-like-phonics-comprehension-requires-explicit-teaching/

https://keystoliteracy.com/blog/in-support-of-main-idea-and-comprehension-strategy-instruction/

04/03/2026

▶️ The recent article A systematic scoping review of the literacy skills of children with childhood apraxia of speech: Recommendations for best practice and further research by Chou, Sutherland & McCabe [2024] discusses the difference between Input Phonics and Output phonics and the use of Input Phonics as a way to support students learning to read who have co-occuring conditions like Childhood Apraxia of Speech or Speech Sound Disorders [SSD]. We discussed this in the Tier 3 Toolkit in August 2024 [recording available to members on demand now]

What resources do we already have available to support students needing this ‘tweak’ to their instructional approach?

Article [Open Access] https://pubmed.ncbi.nlm.nih.gov/38973309/?utm_campaign=meetedgar&utm_medium=social&utm_source=meetedgar.com

01/03/2026

🔷 Friday was Rare Disease Day
🔶 School is back
🔷 Uni is back
🔶 PD plans are being made
🔷 Interest rates look set to rise
🔶 Budgets are tight

If you were wanting to join The Tier 3 Toolkit for Language and Learning and you missed the Black Friday Sale, I have good news - it’s back!!

New members can save $146 and join for 12 months at a cost of $349 instead of $495 until March 10 2026.

Details & code on the website - email kathryn@languageandlearning.com.au
or DM for invoice

www.languageandlearning.com.au

01/03/2026

A super practical diagram from Dr Charles Haynes outlining the interaction between oral language, reading and writing. All play a role in the development of literacy skills for all students.

26/02/2026

If you’re a professional working with students with one of the diagnoses that fall under the Childhood Dementia there is now a FREE online PD course available for worldwide enrolment!

You might even get to hear from members of my household 🏡 as both my kids are impacted by a Childhood Dementia Diagnosis.

Whether you work in Health or Education it is highly possible you may come across a student with a Childhood Dementia Diagnosis because it is far more common than you realise.

Childhood Dementia Initiative

Details Below ⬇️

https://mooc.utas.edu.au/i/cdmooc

26/02/2026

Did you know that the assessment of Language Comprehension and Listening Comprehension are tapping into the same reservoir of language skills.

For many years with my upper primary and high school learners [either within my school teaching roles overseeing Literacy & Learning Support or my out of school roles as a speech pathologist in private practice - yes I've simultaneously held certification in SLP and Teaching for 20+ years]. I've had opportunities to assess both reading and language comprehension skills side by side to explore which factors are contributing to academic under achievement.

Interestingly since it was published in 2012, I've practically found that the Word Comprehension, Listening Comprehension, Passage Comprehension subtests of the Woodcock Reading Mastery Test 3 [WRMT3] are super useful in teasing out individual profiles of strength and weakness and for a deeper dive, more recently adding 5 key subtests of the CASL-2 gives an even more detailed profile.

If you'd like to know more, I highly recommend the podcast conversation from Melissa and Lori Love Literacy with Dr Tiffany Hogan and on the podcast resources page you can find her research that examined common language assessments and the subtests that assess listening comprehension skills. It is such useful information for the clinician working in a school setting or with students in upper primary and high school.

You can find it at http://literacypodcast.com?utm_campaign=meetedgar&utm_medium=social&utm_source=meetedgar.com episode 167 The Relationship between Phonics and Language

25/02/2026

This month in The Tier 3 Toolkit for Language, Learning & Literacy we’re exploring resources both paid & free that might be used for the assessment or oral narrative as well as whole class instruction, intervention and making the bridge to written narrative.

22/02/2026

From LinkedIn - new open access research

What Explains the Relations Between Reading Comprehension and Written Composition? Findings from a Longitudinal Study
Young-Suk Grace Kim

https://www.tandfonline.com/doi/full/10.1080/10888438.2025.2582620

21/02/2026

Thank you Learning MATTERS for sharing this presentation.
Tiffany Hogan breaks down the similarities and differences between Dyslexia and Developmental Language Disorder, and what this means for helping learners improve their literacy outcomes. It’s excellent for anyone working with learners, parents, or educators.

https://www.youtube.com/watch?v=joxWBkaPMkY

19/02/2026

Should phonemic awareness be taught without letters?

At what stage should we introduce written letters to children?

Does introducing letters as children are building phonemic awareness strengthen phonological bonds?

Read Nicola Bell’s Nomanis Note here 👇👇👇

https://www.nomanis.com.au/hubfs/Nomanis%20notes/Nomanis%20Notes_%2319.pdf?hsLang=en

19/02/2026