Why should cognitive load theory be of interest and importance to K-12 teachers? Emeritus Professor John Sweller has been fundamental to the formulation of cognitive load theory, and in this Q&A he outlines the essential components of cognitive load theory for educators.

Why do some children learn to read without explicit teaching? Dr Jennifer Buckingham and Professor Anne Castles explore in today’s reader submission.

Today’s reader submission is by Sir Jim Rose, author of the influential 2006 UK report The Independent review of the teaching of early reading, which led to the adoption of mandatory teaching of systematic synthetic phonics in English primary schools. Here, he discusses ‘the simple view of reading’ and its implications.

A government advisory panel has recommended the introduction of national literacy and numeracy checks in Year 1 as a way of identifying students who need additional support. Here we take a closer look at the report, including the benefits and challenges raised by teachers and principals.

What do you need information on? Differentiation? Leadership? Phonics? The second Teacher alphabet brings you quick links to popular content that you might find useful.

In this episode of our Global Education podcast series, we speak to Education Endowment Foundation Senior Research Dr Jonathan Sharples about the UK’s Research Schools Network.

A recent large-scale study explored the benefits of a synthetic phonics program. Here, Dr Jennifer Buckingham addresses seven frequently asked questions about the teaching method.

Teaching reading through a synthetic phonics programme has long-term benefits for children from poorer backgrounds, a large-scale study has found.

A pilot study has helped struggling youngsters in Australia, with participating students achieving an average reading age gain of 15 months in six months.

Scott Ertle was riding an exercise bike while reading a magazine when it struck him that combining pedal power with page turning may help students enjoy reading.