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High-quality literacy and numeracy tutoring and transition to school program, inclusive of all learners.
-Lawson, Blue Mountains
-Delivered by a local Primary Teacher

01/10/2026

✨ two, twice, twin, twenty, between ✨

✨ two, to, too ✨

Do you know why these words are spelt like this?

Sometimes, letters can have functions that have nothing to do with representing the sounds of words (Bowers, 2017).

The ✨ w ✨in two is an etymological marker (meaning a silent letter that doesn’t represent a spoken sound) that links it to other words that deal with two things, eg:

two times
consisting of two, double
two groups of ten
in the space which separates two things

🔎 ALSO these words all come from the same root word ‘dwo’, which means two. This is from the ancient language that English evolved from (Proto-Indo-European).

The other reason for the w in two is to distinguish it from its homophones (words that sound the same but have different meanings, and are often spelt differently):



Children learning to read and spell need to know how the writing system works (Rayner et al., 2001). This means they need to be given the necessary tools to understand:

1️⃣ The sounds that letters make (phonics)

2️⃣ The parts of words and how they work together (morphology)

3️⃣ The history of words and how they came to be (etymology).

2 and 3 can sometimes be forgotten about, but they provide so much valuable information for learners!!

PSA to parents… 📖✍️
27/09/2026

PSA to parents… 📖✍️

24/09/2026

The English language can seem like an impossible code to crack, especially for our youngest learners. It appears to be full of exceptions and inconsistencies. It can feel like we’re meant to accept that there are some words that “don’t follow the rules” and we just have to remember which ones they are.

We question why there are so many ways to spell one sound, for example the long ‘a’ sound = ai, ay, a-e, ei, ea, ey. 🕵🏼

But what I’m finding is the more I learn about the history of our language (etymology) and how words work (morphology), the more it makes sense. 🧭

—> Take for example here, there and where. There’s a reason they’re all spelt with this combination of letters (h-e-r-e). It’s because they all share a meaning, related to location. Their spellings evolved at the same time, their history and meanings are linked, and so their spellings are too (Bowers, 2017). I know that would have helped me (and a lot of my students) remember how to spell these words when I was learning them!

The reason homophones (words that sound the same but have different meanings) are often spelt differently is to signal a difference in meaning (Venezky, 1999). If we look at them from purely a phonics (sound to letters) point of view, this doesn’t make sense. Maybeeee this is an advantage, not a flaw of the English system? (Bowers, 2017). 🔑

Children learning how to read need to learn “how his or her writing system works” (Rayner et al., 2001). This is why phonics is not the entire conversation, and why we should be teaching kids with an integrated approach that includes phonics (sounds to letters), morphology (the parts of words/how they work), and etymology (the history of the language and the words). (Bowers, 2017; Seidenberg, 2011).

I’ll be sharing more of these examples of the history and meaning of words as I learn more (I’m only just scratching the surface!)

15/09/2026

Don’t forget about morphology! (How words are formed and structured using smaller units of meaning, eg word + s —> words, meaning plural of word).

Do you know how all of these words are connected?🕵️
🫆inspect (to look into)
🫆spectator (viewer, watcher)
🫆spectacle (sight, a public show)
🫆spectacular (a sight, show)
🫆prospect (look out on, look forward)
🫆retrospect (look back)
🫆suspect (look at secretly)
🫆respect (looking back at one)
🫆perspective (look closely at, look forward and through)

🔎 They all share a root from an ancient language which English eventually evolved from 🤯

*spek* comes from Proto-Indo-European and is a root word meaning “to observe”.
*spect* is a later Latin root word meaning “to see/to look”.

So what about these? Your turn!🕵️
circumspect
expect
introspect

Research shows that an integrated approach to teaching reading, spelling and writing is most beneficial. Teaching kids how words work and the connections between them is powerful.

21/07/2026

If your child’s report says…

“Is working to move beyond one to one correspondence” or “would benefit from developing a range of strategies to solve addition and subtraction problems” [combining and separating quantities]: 🧮

Try this…
➕ Sneak peak:
Have a collection of small objects and make an arrangement using a dice pattern 🎲, for example
⚪️⚪️⚪️
⚪️⚪️⚪️
Let your child “sneak a peak” for a 1-2 seconds and then cover it up. Ask them how many there were? Change to more challenging arrangements as they get comfortable, for example
⚪️⚪️⚪️⚪️
⚪️⚪️⚪️

➕Blind grabbing:
Have a collection of small objects (5 or 10 is easiest to start, then adjust to different numbers as they get comfortable). Make sure they know how many total is in the collection; they can count them with you at the start. Have them close their eyes and grab a handful/a few of the objects and move them to one side. Open eyes and count how many have been moved to one side. Count how many are left on the other side, then put the collection back together, saying for example “4 and 6 make 10”. Keep going to model lots of ways their number can be made.

Why?
🗝️ This helps your child to subitise, which is the ability to recognise groups and quantities without having to count one by one. They can use this quick recognition and visualisation of numbers to help them solve number problems and understand that numbers are made up of parts (Clements & Sarama, 2021).

🗝️ Children need to understand numbers as made up of smaller parts that can be broken apart and recomposed before they can develop flexible mental strategies (Clements & Sarama, 2021).

Stay tuned for more quick and easy research-backed strategies to try at home 👩‍🏫

17/07/2026

If your child’s report says…

‘Needs support with reading fluency’ or ‘Is learning to read with fluency’, or mentions improving on things like accuracy, automaticity, expression, prosody, tone/intonation:

Try this…
🎙️ Choral reading: Read a text out loud with them a couple of times a week (you both read at the same time)
Or
🎙️ Echo reading: You read a bit, they read the same bit after you.

⬆️ This should be a short text that’s not too hard for them. Don’t be afraid to read the same text a couple of times (unless they’re over it!)

Why?
🗝️ You are modelling to them what fluent reading sounds like
🗝️ It lessens the pressure! They don’t have to decode or sound out every word because you’re doing it with them. They can focus on all those things required for fluent reading (like accuracy, pronunciation, rhythm, pace, emphasis, prosody)
🗝️ Supported repeated oral reading helps build accuracy, automaticity and fluency (Archer, 2003; Rasinski)
🗝️ It helps them to connect the print symbols to spoken language (Seidenberg)
🗝️ The more they see words, the more they map them and this works towards automatically and instantly recognising the word (Ehri, 2020)

📣 [For other educators]: I’m not discounting the importance of decoding here, as we know this is essential for reading fluency (but it’s not the whole picture).

Stay tuned for more quick and easy research-backed strategies to try at home 👩‍🏫

If they write it, I’m buying it…These are *some* of the children’s book authors I’ll buy without hesitation. Is there a ...
08/07/2026

If they write it, I’m buying it…

These are *some* of the children’s book authors I’ll buy without hesitation. Is there a specific educational or literary reason for choosing each of these texts?

…No, I just love them! (Although each is rich and has plenty to offer children in terms of learning). They make me:

🪄 Surprised
🪄 Nostalgic
🪄 Curious
🪄 Laugh out loud
🪄 Want to read them again and again
🪄 Think differently
🪄 Imagine

That’s the relationship I hope every child develops with books. Yes, decodable readers can have a place but quality, authentic literature is the goal. Allowing kids ample opportunities to read for interest and enjoyment is how we get there and is the only way to develop lifelong readers. 📚

🧚 The science teaches us how children learn to read, but great books help children discover why they want to.

Who are your favourite children’s authors?

If they write it, I’m buying it…These are *some* of the children’s book authors I’ll buy without hesitation. Is there a ...
08/07/2026

If they write it, I’m buying it…

These are *some* of the children’s book authors I’ll buy without hesitation. Is there a specific educational or literary reason for choosing each of these texts?

…No, I just love them! (Although each is rich and has plenty to offer children in terms of learning). They make me:

🪄 Surprised
🪄 Nostalgic
🪄 Curious
🪄 Laugh out loud
🪄 Want to read them again and again
🪄 Think differently
🪄 Imagine

That’s the relationship I hope every child develops with books. Yes, decodable readers can have a place but quality, authentic literature is the goal. Allowing kids ample opportunities to read for interest and enjoyment is how we get there and is the only way to develop lifelong readers. 📚

🧚 The science teaches us how children learn to read, but great books help children discover why they want to.

Who are your favourite children’s authors?

02/07/2026

Something I’ve noticed gets overlooked a lot…

When parents contact me about tutoring, they usually say “my child is struggling with reading” or “my child is struggling with maths”. What almost never gets mentioned?

Writing! ✍️

And it often turns out to be one of the child’s main areas of difficulty.

This reflects the bigger picture in Australia. Writing has received much less attention in research and policy than reading and mathematics have. It’s often referred to as the “forgotten r” [in “reading, riting, ‘rithmetic”].

This is surprising, given that for more than a decade there has either been stagnation or decline in the writing abilities of students in Australia (McGaw et al., 2020). Year 9 students are performing at a Year 4 level when constructing sentences and using punctuation (AERO).

Writing is one of the best ways to strengthen reading (and vice versa). Teaching writing, spelling and sentence composition improves:
✅Comprehension (the ultimate goal of reading!)
✅Reading fluency
✅Word-level reading
(Graham & Hebert, 2011).

…and that’s not even mentioning the benefits gotten from handwriting instruction!

When we ask children to write, we’re asking them to combine proficiency in handwriting, spelling, varied sentence construction, grammar and punctuation. It requires an understanding of purpose, audience and genre, content knowledge, vocabulary, and the ability to plan, draft, evaluate, revise and edit (Graham et al., 2019).

If you’re in the education space, what do you think?

Did you know that around 9.4 million Australians (44%!) lack the literacy skills needed to confidently manage the demand...
29/06/2026

Did you know that around 9.4 million Australians (44%!) lack the literacy skills needed to confidently manage the demands of everyday life and work? 🤯 (PIAAC; OECD)

There are many contributing factors for this (intergenerational cycles, socioeconomic disadvantage, location, learning difficulties, undiagnosed neurodevelopmental conditions, disrupted education and ineffective literacy instruction).

➡️ But at the core of this is that many adults never developed the foundational skills needed to read and spell confidently. Skills like:

💫 Phonological awareness (hearing and manipulating sounds)

💫 Morphological awareness (understanding how words are built)

(Disabil, 2014).

Learning to read and write is not an innate process. It is a cultural invention of the last 6000 years and must be explicitly, systematically taught.

Early literacy instruction matters! 🕯️

Address

40 Wallis Street
Lawson, NSW
2783

Opening Hours

Monday 7am - 5pm
Tuesday 7am - 5pm
Wednesday 7am - 5pm
Thursday 7am - 5pm

Telephone

+61430923398

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