Reading Detective
9 Followers
Gold Coast, Queensland, Australia
About the store
I bring the rare combination of classroom teacher, homeschooling parent, and dyslexia specialist allowing me to understand education from multiple angles.
My resources are not just for dyslexic students but are adaptable for all learners, from one-to-one tutoring through to full-class teaching and home schooling. Mary draws from the The Science of Reading, Phonics, and Davis Dyslexia Correction techniques, blending proven methods into flexible, practical tools. I am now developing innovative units of work which are purposely low in sensory distraction and aimed to allow for success at every level.
With nearly 20 years focused on dyslexia support, my expertise is both deep and highly relevant in today's classrooms.
With a university degree in Physical Education, I am qualified Primary School teacher originally from Christchurch, New Zealand. After several years teaching, I returned to university to complete a Bachelor of Education and part of a Master’s in Education.
I have two children. When my bright (undiagnosed) dyslexic son began having difficulties at school, I spent almost 5 years home schooling both children. When we decided it was time to go back into the school system, I also returned to work in a Secondary school in New Zealand.
These resources are aimed particularly at the mastery of symbols, ‘sight’ words and improving reading comprehension using fabulous novels and non-fiction texts for a variety of ages. These will also be applicable for non-dyslexic students.
To my units of work, I bring extensive knowledge and experience of both the The Science of Reading, Phonics and Davis Dyslexia Correction techniques. The resources are designed to be are easily adaptable between one-to-one delivery through to group and whole class activities. I believe I am an advocate, innovator, and bridge-builder between traditional schooling and the unique needs of students who learn differently
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Programs & methods
224 Sight Words Post Program (US Spelling)
224 Sight Words. Post Program support aligned with Davis Methodology including: · Pronunciation · Definitions/usage and example sentences · Discussion guide · Multiple oral sentence cues and starters · Visualisation themes pre-model building · Pencil and paper activities covering 3 difficulty levels · Multiple sentences for shared reading · Clear, simple repetitive setting out to reduce confusion · Supplementary resources to help with verbs and pronouns US English SpellingN.B. For use after com
Not Specific
Science of Reading, Sight Words, Spelling
224 Sight Words Post Programme (UK spelling)
224 Sight Words. Post Programme support aligned with Davis Methodology including: · Pronunciation · Definitions/usage and example sentences · Discussion guide · Multiple oral sentence cues and starters · Visualisation themes pre-model building · Pencil and paper activities covering 3 difficulty levels · Multiple sentences for shared reading · Clear, simple repetitive setting out to reduce confusion · Supplementary resources to help with verbs and pronouns UK English spelling version N.B. For us
Not Specific
Science of Reading, Sight Words, Spelling
224 Sight Words for Dyslexic Thinkers (US spelling)
224 Sight Words For Dyslexia Thinkers (US Spelling) loosely aligned with Davis Methodology including: · Pronunciation · Definitions/usage and example sentences · Discussion guide · Multiple oral sentence cues and starters · Visualisation themes to inspire creative visuals for word definitions · Pen and paper activities covering 3 difficulty levels · Multiple sentences for shared reading · Clear, simple repetitive setting out to reduce confusion · Supplementary resources to help with verbs and p
Not Specific
Science of Reading, Sight Words, Spelling
Solve Confusing Words (UK spelling)
87 Confusing Words Across 3 lists with additional root words for a firm foundation when demystifying these words for our learners. Tackle those resistant tricky words. (UK spelling) Do your learners still have some words consistently spelled incorrectly, read incorrectly or not understood despite targeted lessons? This resource is the answer. The process followed is loosely aligned with Davis Methodology including: Multi-sensory (see, talk, hear, create, do)PronunciationDefinitions/usage and
Not Specific
Science of Reading, Sight Words, Spelling
Grasp Articles and Determinants (42 US spelling)
Fully Grasp 42 Articles and Determinants (US spelling):Definite and Indefinite Articles (singular and plural), Demonstratives, Quantifiers, Indefinite Determiners, Distributives, Cardinal and Ordinal Numbers (1-3) and Exclamatives. These are fancy names for the small linking words which work with nouns (or equivalent). In English these are a, an, the, this, that, these and those. Articles are a type of adjective as they describe the nouns that they precede. They are not interchangeable; rath
Not Specific
Reading, Sight Words, Spelling
CCSS
RF.3.3d
, L.1.1h
, L.3.1g
+1
Grasp Articles and Determinants (42, UK spelling)
Fully Grasp 42 Articles and Determinants ( UK Spelling): Definite and Indefinite Articles (singular and plural), Demonstratives, Quantifiers, Indefinite Determiners, Distributives, Cardinal and Ordinal Numbers (1-3) and Exclamatives. These are fancy names for the small linking words which work with nouns (or equivalent). In English these are a, an, the, this, that, these and those. Articles are a type of adjective as they describe the nouns that they precede. They are not interchangeable; ra
Not Specific
Reading, Sight Words, Spelling
CCSS
RF.K.3c
, SL.K.5
, L.1.1h
+1
Solve Confusing Words (US spelling)
87 Confusing Words Across 3 lists with additional root words for a firm foundation when demystifying these words for our learners. Tackle those resistant tricky words. (US spelling) Do your learners still have some words consistently spelled incorrectly, read incorrectly or not understood despite targeted lessons? This resource is the answer. The process followed is loosely aligned with Davis Methodology including: Multi-sensory (see, talk, hear, create, do)PronunciationDefinitions/usage an
Not Specific
Reading, Sight Words, Spelling
Help with 26 Auxiliary Verbs (UK spelling)
26 Auxiliary Verbs: Primary and Modal Auxiliary Verbs Included (UK Spelling) Auxiliary verbs, also known as helping verbs, are verbs that assist a main verb by providing grammatical information such as tense, mood, voice, or aspect, and are also used to form questions and negatives. (A verb is simply described as a doing/action word) Many of pupils I work with find the concepts of these verbs difficult. This resource will help leaners recognise, correctly and confidently say, and most imp
Not Specific
Reading, Sight Words, Spelling
CCSS
L.K.1f
, L.K.5b
, L.1.1e
+9
Mastering 63 Pronouns (UK spelling)
63 pronouns including: personal; reflexive; interrogative; indefinite; demonstrative, relative and distributive all included. Understanding the place of pronouns in reading comprehension cannot be underestimated. Many of my struggling readers battle to identify the noun to which a pronoun refers. This completely disrupts their comprehension or leaves it tortured. This resource uses a Multi-Sensory approach across 100s of oral sentence guides, visualisation themes, fail-safe pencil and paper
Not Specific
Reading, Sight Words, Spelling
CCSS
L.1.1d
, L.2.1
, L.2.1c
+6
Help with 26 Auxiliary Verbs (US spelling)
26 Auxiliary Verbs: Primary and Modal Auxiliary Verbs Included Auxiliary verbs, also known as helping verbs, are verbs that assist a main verb by providing grammatical information such as tense, mood, voice, or aspect, and are also used to form questions and negatives. Many of pupils I work with find the concepts of these verbs difficult. This resource will help leaners recognise, correctly and confidently say, and most importantly gain a visual meaning for each word. Learners will gain
Not Specific
Science of Reading, Sight Words, Spelling
CCSS
L.K.1
, L.K.5
, L.K.5b
+8
224 Sight Words For Dyslexic Thinkers (UK spelling)
224 Sight Words For Dyslexia Thinkers (UK Spelling) loosely aligned with Davis Methodology including: · Pronunciation · Definitions/usage and example sentences · Comprehensive discussion guide · Multiple oral sentence cues and starters · Visualisation themes to inspire creative visuals for word definitions · Pencil and paper fail safe activities covering 3 difficulty levels · Multiple sentences for shared reading · Clear, simple repetitive setting out to reduce confusion · Supplementary resourc
Not Specific
Reading, Sight Words, Spelling
Jack and Jill, Clues for Reading Comprehension (USA spelling)
Jack and Jill: Reading Comprehension and Learning Experiences (USA spelling) Using Nursery Rhymes to build a strong reading foundation through visual reading comprehension. A sneak preview to upcoming resources for in-depth comprehension skill building resources. These resources will have a starting point based on the reading exercise called “Picture at Punctuation” (Davis Methods) and then extended from there. Useful and designed for: o One-to-one, small group or whole class o Multi-level
K - 3rd
Reading, Science of Reading, Visual Arts
CCSS
RF.2.4
, SL.2.1
, SL.2.1a
+5
Jack and Jill, Clues for Reading Comprehension (UK spelling)
Jack and Jill: Reading Comprehension and Learning Experiences (UK spelling) Using Nursery Rhymes to build a strong reading foundation through visual reading comprehension. A sneak preview to upcoming resources for in-depth comprehension skill building resources. These resources will have a starting point based on the reading exercise called “Picture at Punctuation” (Davis Methods) and then extended from there. Useful and designed for: o One-to-one, small group or whole class o Multi-level
Not Specific
Reading, Reading Strategies, Science of Reading
CCSS
RL.1.2
, RL.1.4
, RL.1.7
+17
Free Trial Reading Detective Sight Word Process
Here is an opportunity to give my sight word process a trial. All my sight word resources follow the same format and process. (Loosely based on Davis Methods) Give 'of' a chance and get familiar with a new way to facilitate word mastery for all learners including those with words which have been tricky and resistant in previous encounters. Multi-sensory approach1-1, small group, whole class or multi-ability groupsCompatible for school, tutor or homeschool settingFail-safe activitiesCollaborative
Not Specific
Reading, Science of Reading, Sight Words
CCSS
L.K.1
, L.K.1e
, L.K.1f
+3
Showing 1-14 of 14 results
About the store
Experience
I bring the rare combination of classroom teacher, homeschooling parent, and dyslexia specialist allowing me to understand education from multiple angles.
My resources are not just for dyslexic students but are adaptable for all learners, from one-to-one tutoring through to full-class teaching and home schooling. Mary draws from the The Science of Reading, Phonics, and Davis Dyslexia Correction techniques, blending proven methods into flexible, practical tools. I am now developing innovative units of work which are purposely low in sensory distraction and aimed to allow for success at every level.
With nearly 20 years focused on dyslexia support, my expertise is both deep and highly relevant in today's classrooms.
With a university degree in Physical Education, I am qualified Primary School teacher originally from Christchurch, New Zealand. After several years teaching, I returned to university to complete a Bachelor of Education and part of a Master’s in Education.
I have two children. When my bright (undiagnosed) dyslexic son began having difficulties at school, I spent almost 5 years home schooling both children. When we decided it was time to go back into the school system, I also returned to work in a Secondary school in New Zealand.
These resources are aimed particularly at the mastery of symbols, ‘sight’ words and improving reading comprehension using fabulous novels and non-fiction texts for a variety of ages. These will also be applicable for non-dyslexic students.
To my units of work, I bring extensive knowledge and experience of both the The Science of Reading, Phonics and Davis Dyslexia Correction techniques. The resources are designed to be are easily adaptable between one-to-one delivery through to group and whole class activities. I believe I am an advocate, innovator, and bridge-builder between traditional schooling and the unique needs of students who learn differently
Teaching style
I combine Davis Dyslexia Methods with classroom activities which encourage co-operative oral group activities along with creative outlets. Resources aim for mastery of symbols and words.
From here, strategies aim to foster a love of reading and particularly an ease for deep comprehension.
My style has led me to produce resources suitable for children who have been termed non-responders or program resistors. I have worked in a one to one manner with these children since 2004. Their teachers and parents have generally tried multiple interventions to no avail by the time I work with them.
Resources are designed for success.
Awards & shining teacher moments
Commendation award on Graduating from Christchurch Teacher's College.(NZ)
My own education history
Diploma of Physical Education (University of Otago, NZ)
Diploma of Primary Teaching (Christchurch Teacher's College, NZ)
Bachelor of Education (University of Canterbury)
Licensed Davis Dyslexia Correction Facilitator 2005-2024 (trained to facilitate programs for Dyslexia Correction (Reading, Writing and spelling), ADHD/ADD (Attention Mastery), Mathematics, Young Learners and Adults)
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