Reading aloud might boost students’ memories | David Didau

Reading aloud might boost students’ memories | David Didau

In the latest edition of the British Psychological Society’s Research Digest, Bradley Busch writes about a new study which compared the effects on memory of reading in silence to those of reading out loud. Noah Forrin and Colin MacLeod’s paper, This time it’s personal: the memory benefit of hearing oneself, explores what’s been termed the ‘production

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The best books I’ve read this year | David Didau

The best books I’ve read this year | David Didau

Here follows a list of the books that I’ve most enjoyed and which have most affected my thinking this year. I’ve presented them in alphabetical order so as not to have to make choices about which were best: if they’re on the list then I think they’re worth reading. I note, with some shame, that

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Thought Depends on Knowledge | David Didau

Thought Depends on Knowledge | David Didau

Paul Kirschner, lead author of perhaps the research paper that has most influenced my thinking, is a bit of an educational hero. Imagine my nervousness when he came to see give a talk on ‘the trouble with transfer‘ at the researchED national conference a couple of years ago. There are few audience members likely to

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What *does* improve children’s writing? | David Didau

What *does* improve children’s writing? | David Didau

In my last post I discussed evidence that suggests grammar teaching does not lead to an improvement in children’s writing. Although it seems implausible that grammar teaching would not be positively correlated with writing outcomes, there’s a lot of evidence that is strongly suggestive that what I prefer to believe may not in fact actually

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Can grammar teaching improve pupils’ writing? | David Didau

Can grammar teaching improve pupils’ writing? | David Didau

Let me begin with an anecdote. The first time I ever really encountered the meta language of grammar was after finishing my degree in English Literature and embarking on a six-week course to qualify to teach English as a foreign language (TEFL). I had to cram a whole host of previously unknown terminology in order

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Why I recommend self-report to audit teachers’ grammatical knowledge | David Didau

Why I recommend self-report to audit teachers’ grammatical knowledge | David Didau

The response to my recent post on supporting teachers’ standards of literacy was overwhelmingly positive, although, as expected, there was also some criticism. Some of the criticism was directed at my suggested process and several people were unhappy about the use of self-report to audit teacher’s current level of confidence. I acknowledge that self-report is

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Should we expect teachers to have high standards of literacy? | David Didau

Should we expect teachers to have high standards of literacy? | David Didau

Recently, I’ve spent some time talking to school leaders about how to implement and evaluate effective literacy policies in schools. From these conversations it’s clear that one of the main stumbling blocks is concern over some teachers’ standards of literacy. If “every teacher in English is a teacher of English,” unless teachers are familiar with

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