Exploring the profound disconnection between the science of reading and educational practice, this book covers the current state of reading science, starting with a brief history of human language development and the emergence of writing.
The author challenges the “culture of education,” which he argues contributes significantly to reading underachievement, as well as beliefs and attitudes about how children learn and the role of the teacher.
The book argues that the best way of teaching reading is through phonics, or showing pupils exactly how the words they hear connect to the letters they see on the page, and suggests that teachers need to pay more attention to recent science around reading and what it means for effective teaching practice.
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