Professor James Chapman has been advocating for a move to structured literacy since the early 1990s. Now that it is being brought into schools more widely, he discusses the mixed reviews as to how it is going so far.

He also discusses his role in bringing in earlier 'checkpoints' to track students progress through assessments or tests.

He cautions against 'false praise', saying feedback needs to be honest and specific to foster self-belief and motivation.

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