Editions

Issue 17, June 2024


In this edition, we turn the spotlight on assessment: the when, why and how. Timothy Shanahan compares nonsense word tests and word ID tests, Daisy Christodoulou asks whether ChatGPT changes how we should consider assessment, and Nicola Bell and Kevin Wheldall outline their efforts to ‘rehabilitate’ a long-standing test through renorming. Elsewhere, Nathaniel Hansford examines reading fluency in the light of the Science of Reading, Daniel Willingham considers various strategies for teaching reading comprehension, and Rebecca Birch reflects on mathematics anxiety, particularly amongst girls.

You can view a digital edition of Nomanis here, download a PDF of the full edition here, or read the individual articles below:

Editorial – Everything old is new again: Kevin Wheldall and Robyn Wheldall

What we've been reading

Which should we use, nonsense word tests or word ID tests?: Tim Shanahan

Does ChatGPT mean we have to change how we assess?: Daisy Christodoulou

When tests get old: A simple model for rehabilitation: Nicola Bell and Kevin Wheldall

Has cognitive load theory been dealt a devastating blow?: Greg Ashman

Reading Pledge

Can children be taught to comprehend what they read?: Daniel Willingham

Reading fluency and the Science of Reading: Nathaniel Hansford

On mathematics anxiety: Rebecca Birch

Controversies within the Science of Reading: Jill Barshay, The Hechinger Report

What words do children encounter when they read for pleasure?: Maria Korochkina and Kathy Rastle

Response to the ACT inquiry into literacy and numeracy teaching

We hope you enjoy this edition. Please feel free to share it with your networks.
 
 
Learning to read is complex.
InitiaLit makes it simple.

Learn how your school can

reduce literacy intervention needs.

Related Articles