Issue 11, June 2021
In this edition, we tackle a critical question: are we there yet, on the long winding road towards improving reading instruction? Pamela Snow provides her thoughts.
With COVID-19 and remote learning still dominating headlines, we look at some of the impacts – whether on student wellbeing or our love of a ‘real’ book. Tanya Serry draws comparisons between a hypothetical COVID-19 Screening Check and the Phonics Screening Check, while Jennifer Buckingham delves into the research on how this simple test influences reading outcomes.
Elsewhere in this edition, we feature contributions, among others, from Anna Desjardins on ‘print-to-speech’ and ‘speech-to-print’, Timothy Shanahan on another hot topic – sequences of instruction, and Kevin and Robyn Wheldall on curriculum-based measurement in reading.
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