Literacy Steps

01/09/2026

It can be hard to know what’s actually going on when a learner is finding reading and writing tough.

Literacy Steps provides structured literacy assessment and one‑to‑one tutoring, so whānau have:

Clear information about current literacy skills
Specific areas to focus on
A plan for next instructional steps

If you’re looking for clarity about where things are at and what can help, you’re welcome to get in touch or visit www.literacysteps.co.nz for more information.

31/08/2026

When school attendance becomes a battle, there is often more beneath the surface.

For neurodivergent children experiencing literacy difficulties, school may feel overwhelming, exhausting or difficult to access. This article explores how parents and whānau can respond with empathy, identify underlying barriers and work alongside schools and specialist support services to help children reconnect with learning.

Read the blog: When School Attendance Becomes a Battle

You can also access the full updated blog document here: https://www.literacysteps.nz/post/when-school-attendance-becomes-a-battle

30/08/2026

📅 4 WEEKS TO GO — SAVE THE DATE!
🦁 Literacy Steps Family Day at Auckland Zoo 🦒

We’re getting together these school holidays for a relaxed day at Auckland Zoo — and all Literacy Steps students and their families are invited!

📅 Monday 28 September
🕙 Meet at 10.00am
📍 Auckland Zoo entrance

It’s a chance for our students to meet one another outside of lessons, for parents to connect, and for everyone to simply enjoy a fun day together.

Students of all ages are welcome. 💙

Parents and caregivers remain responsible for their own children throughout the day. Families will need to arrange their own Auckland Zoo admission.

Thinking of coming? Send us a message and let us know!

30/08/2026

Short i or short e?

For many New Zealand learners, the short /ĭ/ sound as in itch and the short /ĕ/ sound as in Ed can be surprisingly difficult to hear and tell apart.

One reason is our New Zealand accent. The way we pronounce these two vowels can make them sound quite close to each other, particularly for young learners or students who find phonological processing more difficult.

That means words such as sit/set, pin/pen, bit/bet, chick/check and lid/led can easily become confused when reading or spelling.

This is not simply a matter of “remembering the right letter”. Students first need to be able to hear the difference between the two vowel sounds, then connect that sound to the correct spelling.

That is why I use clear anchor words:

/ĭ/ as in itch
/ĕ/ as in Ed

From there, repeated listening, reading and spelling practice can help students build a much stronger distinction between the two sounds.

🎮 Would you like a game to practise short i and short e?

Like or follow Literacy Steps, then comment GAME below and send me your email address. I’ll email you a Read, Cover, Write, Check game to help practise and strengthen this important vowel distinction. 💙

29/08/2026

Every repetition strengthens certain pathways, making them faster and more automatic over time. This is why how we practise matters so much: accurate, supported practice builds useful patterns, while repeated struggle or guesswork wires in habits that can be hard to undo later.

28/08/2026

Strong literacy outcomes don’t happen by chance—they’re built through knowledge, skill, and informed practice.

When teachers understand how reading develops, they’re better equipped to identify challenges early, respond with effective strategies, and support every learner to succeed.

Investing in teacher knowledge is one of the most powerful ways we can strengthen reading outcomes for all students.

28/08/2026

🦁 Literacy Steps Family Day at Auckland Zoo! 🐘🦒

We’re planning something a little different for the school holidays — a chance for our Literacy Steps students and families to come together, meet one another and enjoy a relaxed day at Auckland Zoo.

📅 Monday 28 September
🕙 Meet at 10.00am
📍 Auckland Zoo entrance

This is an open invitation to Literacy Steps students of all ages and their families. It’s simply an opportunity to step away from lessons, connect with other families in our community, make some new friends and enjoy exploring the zoo together.

Whether you stay for a couple of hours or make a full day of it, we’d love to see you there. 💙

Parents and caregivers will remain responsible for their own children throughout the day.

If you’re keen to join us, comment below or send us a message so we have an idea of numbers.

🦓🐒🐧 We hope to see lots of familiar faces there!

27/08/2026

There are lots of roadworks in our area. Please allow extra time for your journey.

26/08/2026

A great reminder of the different components that affect reading comprehension.

The Unfinished Work of Professionalizing Reading Education

by G. Reid Lyon PhD and Doug Carnine, PhD:

Why a Common Knowledge Foundation and Professional Language Are Essential for Improving Reading Proficiency

Published by Pam Snow, The Snow Report

http://pamelasnow.blogspot.com/2026/?m=1

26/08/2026

Biotype 3: Quietly inattentive
The third ADHD brain biotype in this research shows changes in frontal regions involved in sustaining focus and keeping the brain’s daydream network in check.

These are often the children who:

Seem dreamy, slow to start, or off in their own world.
Miss instructions, lose track of multi‑step tasks, and quietly fall behind.
Are rarely disruptive, so their ADHD can easily be overlooked.

For parents and teachers, this biotype is a reminder that some ADHD struggles are almost invisible. These learners benefit from small‑chunk instructions, strong visual scaffolds (lists, worked examples, highlighted key information), reduced distractions, and help with planning and organisation. The study found that this inattentive‑leaning biotype has a different brain‑network profile to the more hyperactive/impulsive groups, even though all sit under the ADHD umbrella.

The takeaway: when a child is quietly lost rather than loudly disruptive, their needs are just as real, and brain‑based, and they deserve proactive support that recognises that profile.

Reference:
Pan, N., Long, Y., Qin, K., Chen, N., Wu, P., Tang, X., Yang, L., Li, F., Xie, Y., Wang, W., Wang, J., Wang, Z., Sun, D., Yao, S., Jiang, Y., Singh, M. K., & Cao, Q. (2026). Mapping ADHD heterogeneity and biotypes by topological deviations in morphometric similarity networks. JAMA Psychiatry. Advance online publication.