Issue 20, Autumn 2026

In this issue of Nomanis, we dive into the world of educational research and the process of translating evidence-based research into instructional practice.  

MultiLit Co-Founders, Kevin and Robyn Wheldall, discuss the concept of ‘advanced’ phonemic instruction, painting a picture of how misconceptions stemming from incomplete or inaccurate research can threaten the efficacy of literacy instruction. Doug Carnine presents a case for educational reform based on five core pillars, to ensure teaching is evidence-based and informed by proven strategies.

To help practitioners translate research into practice, Margaret Goldberg provides a guide for teachers on how to interpret educational research to inform their instructional choices. Focusing on the content and scope of teaching, Tim Shanahan addresses whether there is too much emphasis on phonics instruction in primary grades, while Nicola Bell discusses how much is enough when it comes to explicit instruction in phonics.

On the topic of lesson delivery, Carl Hendrick challenges a long-accepted assumption – that noisy classrooms are good learning environments, while Think Academy explains Sweden’s rethink on using digital devices in the classroom.