Expert Insights.

Bite-size interviews from Developing Independent Readers experts to dig deeper into what you've learnt and how to apply it to your teaching practice.

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NATALIE WEXLER

Why is prior knowledge so important for literacy?

Natalie describes the role of prior knowledge in reducing the demands on students’ working memory.
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DR NINA HOOD

Why is reading for pleasure so important (and how do we encourage it)?

Nina outlines the headlines from the research, including the key role modelling can play in children becoming readers.
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SALLIE STANTON & TRICIA MOSS

How much choice should we give students on what they read?

A ‘balanced diet’ approach is recommended, driven by the purpose of reading.
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SALLIE STANTON & TRICIA MOSS

The Science of Learning + motivation for student reading and writing

Avoiding the ‘curse of the expert’ and supporting students to reduce the demands on working memory.
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EMMA TURNER

What advice would you give to parents to support their child’s reading at home?

Emma highlights the importance of parents modelling a love of reading.
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EMMA TURNER

How can schools develop a genuine reading culture?

Emma outlines some of the key motivators from the research on reading for pleasure.
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CHRIS SUCH

What research around literacy surprised you?

Chris challenges some of the assumptions surrounding fluent reading.
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CHRIS SUCH

What are the most common reasons children can become reluctant readers?

Chris highlights the importance of early success for students’ motivation to read.
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CHRIS SUCH

What is the Matthew Effect and what are the implications for developing literacy?

Chris offers strategies for mitigating gaps and addressing reluctant readers.
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Cognitive Load Theory

Cognitive Load Theory highlights that all information first has to go through our working memory, which has a limited capacity. Too much information can overload students' brain, which can hinder or even completely halt transfer to their long-term memory – which is where learning happens.