students could already be telling themselves that they can't do this.
So that, again, it could be another kind of psychological barrier.
So you might want to think about,
well can I, as well as doing the multi-sensory phonics,
are there ways that I can present this that might
feel like it's not just the same reading, the same sense of failure.
Can you present things digitally, or
using texts that a student may be particularly motivated to read?
So I think one of the challenges, but also one of the kind of joys of
doing this work, is this opportunity to be a detective.
We're giving you the basics of best practice, but
as a teacher you can never rely on one thing.
You need to be having a look, collecting data; is this working?
And if not,
what are some of the broader factors that might be meaning that this doesn't work?
Both things that the child brings to the table,
their wider set of skills, things the environment brings,
the other children, the teacher, particular aspects of the phonics program.
So, always be kind of keeping all these thoughts in mind, and
hopefully, in that way, you can best tailor your approach to the child,
and help them really reach their potential.