In my last posting here (The Knowledge Deficit) I commented on teacher reluctance to engage with up-to-date knowledge about the teaching of reading – preferring instead to stick to the mixed-methods approach of teaching children to word-guess from clues. This is essentially the same methodology that has characterised the teaching of reading in this country for a hundred years or more. And exactly the same approach that has consistently led to about one in five children being excluded from the state of fully-functional literacy.
In that posting I was directly critical of those teachers who…
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