Issue 10, December 2020

In this edition, we return to the science of reading: Emina McLean discusses why there are bigger questions around how to teach reading than the polarising 'Reading Wars' would lead us to believe, and Stephanie Le Lievre offers a helpful change management model for embedding a new approach to reading in schools. In our new regular 'Tim Talks' feature, Tim answers a question on cueing systems vs. context analysis, and Stephen Parker delves into sight words, orthographic mapping and phonemic awareness.

With extended lockdowns affecting many students around the world in 2020, Tom Bennett provides some advice on how to get behaviour in schools back on track, while Elizabeth Stone discusses why all children need school. And as we approach the Summer holidays in the Southern hemisphere, James Chapman offers some good news about the fabled 'summer learning loss'.

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

• Editorial - Out of sight but not out of mind: Kevin Wheldall

• What we've been reading

• Cueing systems vs. context analysis: Tim Shanahan

• Rebooting behaviour after lockdown: Tom Bennett

• Change management – The science of reading: Stephanie Le Lievre

• Primary literacy teaching – A detective story: Beth Budden

• How to teach – It is bigger than the Reading Wars: Emina McLean

• The magical art of magnetic resonance imaging to study the reading brain: Nora Maria Raschle, Reka Borbas, Carolyn King and Nadine Gaab

• "Look at the picture" – cognitive load theory and Reading Recovery: Ian Milligan

• Screen vs. paper – The effects of text medium on reading comprehension: Nicola Bell

• Why all children need school: Elizabeth Stone

• Summer learning loss in reading? Not necessarily: James Chapman

• Sight words, orthographic mapping, phonemic awareness: Stephen Parker

• Nomanis Notes – What is Response to Intervention?

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