One theory and one view of what has been called ‘the science of reading’ have dominated recent debates on how best to help children learn to read and write. In considering the theoretical basis for effective literacy teaching the talk also highlights the risks of ‘cherry picking’ research evidence, and the need for a balanced, up-to-date approach to the selection of evidence to support policies and pedagogy.
Join us for a discussion with Dominic, Rebecca, and Stephen. Thursday 4 June at 7pm on the AEC Substack.
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