VAS Learning Centre
is the supporting web site for
VAS Reading Echo
An assessment that students enjoy
With 3 measurements
Age / Phonic Skills / VAS
A learning profile is produced
We welcome teachers, tutors, homeschoolers, therapists, parents & carers.
We enthusiastically promote a Phonics First approach in infant grades, where it is developmentally appropriate and lays sound foundations for the growth of literacy competence in later grades.
Make no mistake:
Initial ‘reading instruction’ impacts on the brain. We need to heed the need for a ‘phonics first’ approach to the teaching of beginning reading.
A study, co-authored by Professor Bruce McCandliss, provides some of the first evidence that a specific teaching strategy for reading has direct neural impact.
Taken from an article by May Wong
Stanford Report, May 28, 2015
Stanford study on brain waves shows how different teaching methods affect reading development
Stanford Professor Bruce McCandliss found that beginning readers who focus on letter-sound relationships, or phonics, increase activity in the area of their brains best wired for reading.
Collectively, the current results demonstrate how the left-lateralized networks that sub-serve phonological processing get engaged under different training focus conditions and differential need for active decoding during reading. Since the whole gamut of grain sizes – from graphemes to entire words – is typically present during exposure to print, focusing beginning learners’ attention is invaluable to ensure that their emerging decoding skills are best supported and that perceptual expertise for visual words is fluently integrated with left-lateralized phonological regions. Notably, we show that the footprints of instruction are evident well beyond training. The present findings underscore the role of selective attention to grapheme–phoneme mappings during training in reading expertise acquisition with implications not only for recognizing trained visual words but also for self-teaching of unfamiliar but decodable words.
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