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	<description>literacy for teens and adults wherever they are</description>
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		<title>Structured Phonics for Adults</title>
		<link>https://thatreadingthing.com/structured-phonics-for-adults/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Sat, 05 Apr 2025 12:53:23 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[adults]]></category>
		<category><![CDATA[age-appropriate phonics]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
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					<description><![CDATA[What happened when an experienced literacy teacher in a large adult learning service tried a structured phonics program with his learners?]]></description>
		
		
		
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		<title>Literacy and Behaviour</title>
		<link>https://thatreadingthing.com/literacy-and-behaviour/</link>
					<comments>https://thatreadingthing.com/literacy-and-behaviour/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Wed, 19 Feb 2025 16:04:09 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[phonics for high school]]></category>
		<category><![CDATA[reading and behaviour]]></category>
		<category><![CDATA[SEMH]]></category>
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					<description><![CDATA[Sometimes, working with young people living chaotic lives, you only get a very short time to make a difference. Here's what only 4 hours of That Reading Thing can do.]]></description>
		
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		<title>Phonics Results for Secondary Students</title>
		<link>https://thatreadingthing.com/phonics-results-for-secondary-students/</link>
					<comments>https://thatreadingthing.com/phonics-results-for-secondary-students/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Mon, 17 Feb 2025 13:08:29 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[phonics for high school]]></category>
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					<description><![CDATA[What kind of results can you expect from an age-appropriate linguistic phonics programme in a large urban secondary school?]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>&#8216;I don&#8217;t do education&#8217;</title>
		<link>https://thatreadingthing.com/literacy-catchup-intervention/</link>
					<comments>https://thatreadingthing.com/literacy-catchup-intervention/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Sun, 16 Feb 2025 13:48:35 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[inclusion]]></category>
		<category><![CDATA[literacy youth justice]]></category>
		<category><![CDATA[SEMH]]></category>
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					<description><![CDATA[A woman from the Basic Skills Agency insisted, 'You can't just sit a young offender down at a table and teach them to read.' ]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Improved literacy is life-changing</title>
		<link>https://thatreadingthing.com/phonics-for-adults-changes-lives/</link>
					<comments>https://thatreadingthing.com/phonics-for-adults-changes-lives/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Sun, 16 Feb 2025 11:59:15 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[dyslexia]]></category>
		<category><![CDATA[inclusion]]></category>
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					<description><![CDATA[In Ireland and was told he was dyslexic; in England he was told he had a learning disability; teachers found him difficult; college tutors treated him as stupid.]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Where reading can take you</title>
		<link>https://thatreadingthing.com/choosing-text-for-teen-strugglers/</link>
					<comments>https://thatreadingthing.com/choosing-text-for-teen-strugglers/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Sat, 15 Feb 2025 15:27:34 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[inclusion]]></category>
		<category><![CDATA[literacy youth justice]]></category>
		<category><![CDATA[reluctant readers]]></category>
		<category><![CDATA[SEMH]]></category>
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					<description><![CDATA[Choosing text for struggling readers - start with what they know and take them somewhere less familiar. Raise your expectations and see where reading can take you. ]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Four, Floor, Flour &#8211; reading visually similar words</title>
		<link>https://thatreadingthing.com/reading-visually-similar-words/</link>
					<comments>https://thatreadingthing.com/reading-visually-similar-words/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Wed, 12 Feb 2025 15:26:45 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[dyslexia]]></category>
		<category><![CDATA[phonics for a visual learner]]></category>
		<category><![CDATA[reluctant readers]]></category>
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					<description><![CDATA[Many dyslexic adults can read a lot but experience anxiety when required to read aloud, so I decided to practise reading Trivial Pursuit question cards. The difficult bit was not what I expected.]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Reading and Spelling with a &#8216;Visual Learner&#8217;</title>
		<link>https://thatreadingthing.com/reading-and-spelling-with-a-visual-learner/</link>
					<comments>https://thatreadingthing.com/reading-and-spelling-with-a-visual-learner/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Mon, 10 Feb 2025 16:31:08 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[adults]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[logic of English]]></category>
		<category><![CDATA[Phonics tips]]></category>
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					<description><![CDATA[Pete was formally diagnosed as severely dyslexic. He reads well but his spelling is a huge embarrassment to him.]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Phonics for ESOL/EAL</title>
		<link>https://thatreadingthing.com/phonics-for-esol-eal-case-study/</link>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Thu, 16 Jan 2025 13:01:51 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[age-appropriate phonics]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[phonics for EAL]]></category>
		<category><![CDATA[phonics for ESOL]]></category>
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					<description><![CDATA[Here's a great anecdote for anyone wondering if That Reading Thing works with ESOL teens.]]></description>
		
		
		
			</item>
		<item>
		<title>A conversation with Amy</title>
		<link>https://thatreadingthing.com/teens-who-hate-reading/</link>
					<comments>https://thatreadingthing.com/teens-who-hate-reading/#respond</comments>
		
		<dc:creator><![CDATA[Tricia]]></dc:creator>
		<pubDate>Sun, 12 Jan 2025 16:16:58 +0000</pubDate>
				<category><![CDATA[Phonics for teens and adults]]></category>
		<category><![CDATA[age-appropriate phonics]]></category>
		<category><![CDATA[anecdotes and case studies]]></category>
		<category><![CDATA[phonics for high school]]></category>
		<category><![CDATA[reluctant readers]]></category>
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					<description><![CDATA[How do you get from 'I hate reading' to 'I bought a book'?  
Amy was in Year 10, almost 15, very artistic, and refused to read even one multi-syllable basic code word on the TRT assessment. 'I don't read words like that.']]></description>
		
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