About this episode
We challenge the assumption that whole-class phonics with a little extra is the most effective route and explore why targeted Tier 1 grouping often delivers stronger gains. Using cognitive load theory and intervention research, we show how matched content can raise progress without creating waitlists or missed learning elsewhere.• why many Year 3 students still need foundational code• what grouping studies actually tested and why that matters• how targeted, explicit, code-focused teaching drives gains• early, intensive support over waiting for intervention• designing Tier 1 to include intervention features• cognitive load as a lens for matching content• when to keep whole-class and when to regroup• practical next steps for data, grouping, and progress checksHas something in this episode resonated with you? Get in touch! We have released Spelling Success in Action 1, a catch-up program for phonics, early morphology, and orthographic conventions for years 3 to 8. This program can be used one-on-one, in small groups, or as a whole class and is built on what the evidence tells us is the critical knowledge students need for strong spelling and the type of instruction that makes learning stick.Learn more about this resource and order your copy at www.jocelynseamereducation.com Quick LinksJocelyn Seamer Education HomepageThe Resource RoomYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics
