Issue 10, December 2020
In this edition, we return to the science of reading: Emina McLean discusses why there are bigger questions around how to teach reading than the polarising 'Reading Wars' would lead us to believe, and Stephanie Le Lievre offers a helpful change management model for embedding a new approach to reading in schools. In our new regular 'Tim Talks' feature, Tim answers a question on cueing systems vs. context analysis, and Stephen Parker delves into sight words, orthographic mapping and phonemic awareness.
With extended lockdowns affecting many students around the world in 2020, Tom Bennett provides some advice on how to get behaviour in schools back on track, while Elizabeth Stone discusses why all children need school. And as we approach the Summer holidays in the Southern hemisphere, James Chapman offers some good news about the fabled 'summer learning loss'.
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