Issue 9, June 2020
In this edition, David Kinnane looks at why poor children are more likely to be poor readers – and what we can do about it, while Jodie Watson discusses how we can help children build the discipline of reading. Michael Salter touches on why phonology is important, John Kenny shares information about the teaching of reading he wished he had as a beginning teacher, Kevin Wheldall and Jennifer Buckingham delve into the Year 1 Phonics Check and NSW Curriculum Review, and direct from the US, Daniel Willingham comments on the latest controversy about teaching reading, as Timothy Shanahan knocks down some strawmen arguments on phonics. On child development, Mark Dadds outlines how time-outs can be used positively for mental health, and Annie Brookman-Byrne looks at how genes affect capacity for learning. Plus get your next great book recommendation from What We've Been Reading.
You can view a digital edition of Nomanis here, download a PDF of the whole edition here (12mb), or read the individual articles below:
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Time-out, enacted properly, is a positive strategy for child mental health: Mark Dadds
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So you want to know how to teach reading: John Kenny
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The discipline of reading: Jodie Watson
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Why all states should follow South Australia's lead and introduce the Year 1 Phonics Check: Jennifer Buckingham and Kevin Wheldall
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Noble intent but misguided ideas – Reading and literacy in the NSW Curriculum Review: Jennifer Buckingham
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Postcard from the US – The current controversy about teaching reading: Daniel Willingham
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How to knock down five strawman arguments against phonics: Timothy Shanahan
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Do our genes determine learning ability?: Annie Brookman-Byrne
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Why poor kids are more likely to be poor readers (and what we can do about it): David Kinnane
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Why phonology comes first: Michael Salter
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Nomanis Notes – What is curriculum-based measurement of reading?: Alison Madelaine and Kevin Wheldall
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