Issue 7, June 2019

In this edition of Nomanis, one of our themes is explicit teaching – Jennifer Buckingham and Anne Castles explore how some children learn to read without explicit teaching, while Greg Ashman argues that it is a critical element of ensuring equity for students. Elsewhere, Stephen Parker sets out exactly what constitutes synthetic phonics, Simmone Pogorzelski and Robyn Wheldall explain how decodable readers should be used in the classroom, Kevin Wheldall discusses why exemplary Tier 1 instruction must underpin an effective Response to Intervention model, and Kerry Hempenstall pays tribute to the father of DI, Siegfried Engelmann.

You can view a digital edition of Nomanis here, download a PDF of the whole edition here (2mb), or read the individual articles below:

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