Search the site...

Connect Collaborate Grow the website of an Instructional Rounds network
  • Homepage
  • Our Last Round - BPS Maths
  • Instructional Rounds
  • Reading
    • Reading 2022 Oakhill Drive PS
    • Reading TWPS Follow Up
    • Reading Normanhurst 2021 >
      • Reading Key References >
        • John Purchase PS OLJ Reading Initiatives
      • Reading 2 John Purchase
      • Worthwhile Reading Lessons
    • CR Reading
    • PL Reading
    • OLJ READING
  • Worthwhile Lessons
    • Thornleigh West Term 4 2019
    • Resources for Learning Trajectories
    • Ensuring Rigor
    • WL Our Learning Journey
  • Visible Learning
    • PL Visible Learning
    • CR Visible Learning >
      • Learning Intentions and Success Criteria
      • Formative Assessment
      • Feedback
      • Student Self-Reflection
  • Self-Regulated Learners
    • PL Self Regulated Learning
    • CR Self-Regulated Learners
    • OLJ Self-Regulated Learners
  • Honouring the Curriculum
    • Writing Berowra PS 2021 >
      • Berowra PS OLJ Writing
    • Mathematics >
      • CR Mathematics
      • PL Mathematics
      • OLJ Maths
  • A focus on thinking
    • Thinking PL >
      • Thinking Readings
      • Curiosity, Creativity & Critical Thinking >
        • Creativity, Curiosity & Collaboration
    • Thinking CR >
      • Unit
      • ES1
      • Stage 1
      • Stage 2
      • Stage 3
    • Our learning journey
  • Classroom Talk
    • PL Classroom Talk
    • CT Professional Learning 2
    • CT Classroom Resources
    • Student Talk at ODPS
  • Blog
  • Archives
  • Homepage
  • Our Last Round - BPS Maths
  • Instructional Rounds
  • Reading
    • Reading 2022 Oakhill Drive PS
    • Reading TWPS Follow Up
    • Reading Normanhurst 2021 >
      • Reading Key References >
        • John Purchase PS OLJ Reading Initiatives
      • Reading 2 John Purchase
      • Worthwhile Reading Lessons
    • CR Reading
    • PL Reading
    • OLJ READING
  • Worthwhile Lessons
    • Thornleigh West Term 4 2019
    • Resources for Learning Trajectories
    • Ensuring Rigor
    • WL Our Learning Journey
  • Visible Learning
    • PL Visible Learning
    • CR Visible Learning >
      • Learning Intentions and Success Criteria
      • Formative Assessment
      • Feedback
      • Student Self-Reflection
  • Self-Regulated Learners
    • PL Self Regulated Learning
    • CR Self-Regulated Learners
    • OLJ Self-Regulated Learners
  • Honouring the Curriculum
    • Writing Berowra PS 2021 >
      • Berowra PS OLJ Writing
    • Mathematics >
      • CR Mathematics
      • PL Mathematics
      • OLJ Maths
  • A focus on thinking
    • Thinking PL >
      • Thinking Readings
      • Curiosity, Creativity & Critical Thinking >
        • Creativity, Curiosity & Collaboration
    • Thinking CR >
      • Unit
      • ES1
      • Stage 1
      • Stage 2
      • Stage 3
    • Our learning journey
  • Classroom Talk
    • PL Classroom Talk
    • CT Professional Learning 2
    • CT Classroom Resources
    • Student Talk at ODPS
  • Blog
  • Archives

Where to start? A seminal work highlights areas of consensus and dispute and areas where more evidence is required.  Ending the Reading Wars (ending_the_reading_wars.pdf), Castles et al 2018 is recommended by AITSL. For example, an aspect detailed for where more evidence is required is systematic phonics: whilst there is extensive evidence that a systematic approach to teaching phonics is an essential element of early reading instruction, there is no clear evidence in support of one particular teaching approach over another.
The DRIVE Model of Reading (drive_model_of_reading_-_cartwright.pdf): Making the Complexity of Reading Accessible is a current model, was recommended by Jann Farmer-Hailey via Nicki Tainsh. The authors argue that policy and practice suffer when understandings are too simplistic and aim to repent a model of reading that is complex yet accessible.
What do we need to keep in mind when using research evidence? What criteria should we use to judge what research should guide our decision making? The  Reading Instruction Evidence Guide, 2020 provides answers.
Decodable Books: Yes? No? What? Why? When? Who?How? by Chick Mariott describes the research on decodable texts.  Read in conjunction with the evidence guide above 
Picture
Picture
Picture
Picture
Copyright © 2015
Picture