Reading Eggspress | Reviews 2023: Features, Price, Alternatives (2024)

Pedagogy

Certified by Education Alliance Finland, 02/2020

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

• Practising visual recognition
• Practicing to observe spoken and written language
• Practicing fine motor skills
• Practicing memorizing skills
• Practicing letters, alphabets and written language
• Learning to find the joy of learning and new challenges
• Practicing to set one's own learning goals
• Practicing to take responsibility of one's own learning
• Practicing to find ways of working that are best for oneself
• Practicing persistent working
• Developing problem solving skills
• Using technology as a part of explorative and creative process
• Experiencing and exploring sounds and music from different sources
• Learning to understand and interpret diverse types of texts, from vernacular to academic
• Practicing keyboard skills and touch typing
• Using technology for interaction and collaboration
• Using technology resources for problem solving
• Learning to build information on top of previously learned
• Read other words of more than one syllable that contain taught GPCs.
• Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.
• Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
• Apply phonic knowledge and skills as the route to decode words.
• Read accurately words of two or more syllables that contain the same graphemes as above.
• Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
• Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.
• Predicting what might happen from details stated and implied.
• Asking questions to improve their understanding of a text.
• Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
• Discussing and clarifying the meanings of words, linking new meanings to known vocabulary.
• Recognising simple recurring literary language in stories and poetry.
• Being introduced to non-fiction books that are structured in different ways.
• Participate in discussion about what is read to them, taking turns and listening to what others say.
• Understand books by predicting what might happen on the basis of what has been read so far.
• Understand books by checking that the text makes sense to them as they read and correcting inaccurate reading.
• Understand books by drawing on what they already know or on background information and vocabulary provided by the teacher.
• Discussing word meanings, linking new meanings to those already known.
• Recognising and joining in with predictable phrases.
• Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
• Being encouraged to link what they read or hear read to their own experiences.
• Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
• Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
• Practicing to observe spoken and written language
• Practicing categorization and classification
• Practicing memorizing skills
• Practicing letters, alphabets and written language
• Understand books by answering and asking questions.
• Understand books by making inferences on the basis of what is being said and done.
• Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
• Learning to notice causal connections
• Practicing persistent working
• Practicing strategic thinking
• Practicing to create questions and make justifiable arguments based on observations
• Learning to recognise and evaluate arguments and their reasonings
• Developing problem solving skills
• Learning to understand and interpret diverse types of texts
• Practicing logical reasoning to understand and interpret information in different forms
• Learning the basics of spelling
• Practicing keyboard skills and touch typing
• Encouraging the growth of positive self-image
• Learning to build information on top of previously learned
• Practicing to notice causal connections
• Supporting student to build their own linguistic and cultural identity
• Practicing versatile ways of working
• Encouraging positive attitude towards working life
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• Spell grade-appropriate words correctly, consulting references as needed.
• Demonstrate command of the conventions of grammar and usage when writing or speaking.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• Read grade-level text with purpose and understanding.
• Use combined knowledge of all letter-sound correspondences to read accurately unfamiliar multisyllabic words.
• Explain how an author uses reasons and evidence to support particular points in a text.
• Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
• Describe how a narrator’s or speaker’s point of view influences how events are described.
• Explain how a series of chapters, scenes fits together to provide the overall structure of a particular story.
• Determine the meaning of words and phrases as they are used in a text, including figurative language.
• Determine a theme of a story from details in the text, including how characters in a story respond to challenges.
• Use context as a clue to the meaning of a word or phrase.
• Correctly use frequently confused words.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• Read grade-level text with purpose and understanding.
• Read with sufficient accuracy and fluency to support comprehension.
• Use combined knowledge of all letter-sound correspondences to read unfamiliar multisyllabic words.
• Explain how an author uses reasons and evidence to support particular points in a text.
• Read and comprehend literature, with scaffolding as needed at the high end of the range.
• Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
• Determine the meaning of words and phrases as they are used in a text, including those referring to characters of mythology.
• Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text.
• Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
• Determine a theme of a story, drama, or poem from details in the text; summarize the text.
• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Know and apply grade-level phonics and word analysis skills in decoding words.
• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
• Identify real-life connections between words and their use.
• Distinguish the literal and nonliteral meanings of words and phrases in context.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• Read grade-level text with purpose and understanding.
• Read with sufficient accuracy and fluency to support comprehension.
• Read grade-appropriate irregularly spelled words.
• Identify and know the meaning of the most common prefixes and derivational suffixes.
• Know and apply grade-level phonics and word analysis skills in decoding words.
• Describe the logical connection between particular sentences and paragraphs in a text.
• Read and comprehend literature, including stories, dramas, and poetry independently and proficiently.
• Compare and contrast the themes, settings, and plots of stories written by the same author about similar characters.
• Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
• Describe characters in a story and explain how their actions contribute to the sequence of events.
• Determine the central message, lesson, or moral of a text.
• Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Recount stories, including fables, folktales, and myths from diverse cultures.
• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• Identify real-life connections between words and their use.
• Demonstrate understanding of word relationships and nuances in word meanings.
• Use knowledge of the meaning of individual words to predict the meaning of compound words.
• Use sentence-level context as a clue to the meaning of a word or phrase.
• Read with sufficient accuracy and fluency to support comprehension.
• Recognize and read grade-appropriate irregularly spelled words.
• Identify words with inconsistent but common spelling-sound correspondences.
• Decode words with common prefixes and suffixes.
• Know and apply grade-level phonics and word analysis skills in decoding words.
• Read and comprehend literature proficiently, with scaffolding as needed at the high end of the range.
• Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
• Know and use various text features to locate key facts or information in a text efficiently.
• Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
• Describe the overall structure of a story.
• Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
• Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
• Describe how characters in a story respond to major events and challenges.
• Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
• Ask and answer such questions as who, what, where, when, why.
• Appreciate our rich and varied literary heritage.
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
• Read easily, fluently and with good understanding.
• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.
• Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].
• Continue to distinguish between hom*ophones and other words which are often confused.
• Spell further hom*ophones.
• Spell words that are often misspelt (English Appendix 1).
• Use further prefixes and suffixes and understand how to add them (English Appendix 1).
• Learn how to use some features of written Standard English.
• Learn how to use sentences with different forms: statement, question, exclamation, command.
• Draft and write in narratives, creating settings, characters and plot.
• Learning to spell more words with contracted forms.
• Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common hom*ophones.
• Spelling segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Identifying how language, structure and presentation contribute to meaning.
• Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
• Understand what they read by asking questions to improve their understanding.
• Identifying and discussing themes and conventions in and across a wide range of writing.
• Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
• Reading books that are structured in different ways and reading for a range of purposes.
• Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Identifying themes and conventions in a wide range of books .
• Identifying main ideas drawn from more than one paragraph and summarising these.
• Discussing words and phrases that capture the reader’s interest and imagination.
• Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
• Reading books that are structured in different ways and reading for a range of purposes.
• Discussing and clarifying the meanings of words, linking new meanings to known vocabulary.
• Understand books by checking that the text makes sense to them as they read and correcting inaccurate reading.
• Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
• Recognising simple recurring literary language in stories and poetry.
• Discussing the sequence of events in books and how items of information are related.
• Recognising simple recurring literary language in stories and poetry.
• Learning to understand and interpret diverse types of texts
• Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• Reading books that are structured in different ways and reading for a range of purposes.
• Using dictionaries to check the meaning of words that they have read.
• Identifying themes and conventions in a wide range of books .
• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• Drawing inferences such as inferring characters’. feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Explain major differences between books that tell stories and books that give information.
• Identifying main ideas drawn from more than one paragraph and summarising these.
• Identifying how language, structure, and presentation contribute to meaning.
• Retrieve and record information from non-fiction.
• Identify the reasons an author gives to support points in a text.
• Identify basic similarities in and differences between two texts on the same topic.
• With prompting and support, read prose and poetry of appropriate complexity for grade 1.
• Encouraging the growth of positive self-image
• Demonstrate understanding of the organization and basic features of print.
• Learning to notice causal connections
• Practicing to observe spoken and written language
• Learning to face failures and disappointments
• Identify who is telling the story at various points in a text.
• Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
• Practicing letters, alphabets and written language
• Learning to build information on top of previously learned
• Practicing to notice causal connections
• Read with sufficient accuracy and fluency to support comprehension.
• Recognize and read grade-appropriate irregularly spelled words.
• Practicing logical reasoning to understand and interpret information in different forms
• Supporting student to build their own linguistic and cultural identity
• Read grade-level text with purpose and understanding.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• Produce complete sentences when appropriate to task and situation.
• Use common, proper, and possessive nouns.
• Use personal, possessive, and indefinite pronouns.
• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• Enabling the growth of positive self-image
• Practicing versatile ways of working
• Practicing to find ways of working that are best for oneself
• Learning the basics of spelling
• Practicing keyboard skills and touch typing
• Practicing persistent working
• Practicing creative thinking
• Practicing to find, evaluate and share information
• Practicing to use information independently and interactively
• Using technology as a part of explorative process
• Identify the main topic and retell key details of a text.
• Ask and answer questions about key details in a text.
• Practicing categorization and classification
• Know and use various text features to locate key facts or information in a text.
• Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
• Use illustrations and details in a story to describe its characters, setting, or events.
• Practicing to notice causal connections
• Compare and contrast the adventures and experiences of characters in stories.
• Learning to recognise and evaluate arguments and their reasonings
• Describe characters, settings, and major events in a story, using key details.
• Understand books by making inferences on the basis of what is being said and done.
• Practicing fine motor skills
• Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales.
• Being introduced to non-fiction books that are structured in different ways.