Issue 7, June 2019

In this edition of Nomanis, one of our themes is explicit teaching – Jennifer Buckingham and Anne Castles explore how some children learn to read without explicit teaching, while Greg Ashman argues that it is a critical element of ensuring equity for students. Elsewhere, Stephen Parker sets out exactly what constitutes synthetic phonics, Simmone Pogorzelski and Robyn Wheldall explain how decodable readers should be used in the classroom, Kevin Wheldall discusses why exemplary Tier 1 instruction must underpin an effective Response to Intervention model, and Kerry Hempenstall pays tribute to the father of DI, Siegfried Engelmann.

You can view a digital edition of Nomanis here, download a PDF of the whole edition here (2mb), or read the individual articles below:

• When two tribes go to war ...: Kevin Wheldall

• What we’ve been reading: Nomanis editorial team

• Synthetic phonics – what it is and what it is not: Stephen Parker

• Q&A with Rhona Stainthorp: Robyn Wheldall

• Why do some children learn to read without explicit teaching?: Jennifer Buckingham and Anne Castles

• The whys and hows of research and the teaching of reading: Timothy Shanahan

• Explainer: What's the difference between decodable and predictable books?: Simmone Pogorzelski and Robyn Wheldall

• Giving kids a fair go: Greg Ashman

• What is the Simple View of Reading? Molly de Lemos

• Starting off on the right foot for reading: Kevin Wheldall

• Vale Siegfried Engelmann – the father of Direct Instruction: Kerry Hempenstall

• Book review – Reading for Life: Nicola Bell

• Book review – The Truth About Teaching: Alison Madelaine

• Nomanis Note – Does music training enhance intelligence and learning to read?: Kerry Hempenstall

Please share this issue with your friends and colleagues, and we would welcome your feedback.