Following on from two previous postings (here and here) on the subject of cognitive load in the domain of the teaching of phonics, here is a practical demonstration of the cognitive challenges a four-year-old child has to contend with in just one simple word building exercise.
But first, why word building? Word building is our starting point because it is where we teach code knowledge explicitly. Rather than introduce young children to random spellings (letters) and then tell them that such and such is this sound or that sound, it’s much better to give the learning a practical context….
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