The knowledge deficit | Mike

It is generally recognised that for decades the training of teachers in the matter of how reading should be taught was concentrated mainly in the hands of people firmly rooted in the pre-scientific age. This historical background of incompetent training has of course helped to create in schools a dead weight of pedagogical inertia – an inability to come to terms with contemporary evidence about the teaching and learning of reading. So, the average primary teacher will never encounter within their school any questioning of the utility of teaching word-guessing or hear any of their colleagues…

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