Expert Insights.

Bite-size interviews from Literacy 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 do we need explicit instruction to teach reading?

Nina explains why explicit instruction and a structured sequence for teaching are necessary for helping children learn to read.
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DR NINA HOOD

Is developing prior knowledge separate from literacy or part of it?

Nina suggests that prior knowledge is a fundamental part of literacy and discusses the benefits of pre-teaching key vocabulary.
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SALLIE STANTON & TRICIA MOSS

The science of learning and 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 are the common misconceptions around phonic training?

Emma challenges the assumption that phonics is purely the business of teachers of younger students.
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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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CHRIS SUCH

What research around literacy surprised you?

Chris challenges some of the assumptions surrounding fluent reading.
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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.