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In this episode of the Structured Literacy podcast, Jocelyn challenges the common assumption that whole class phonics instruction is more equitable than targeted grouping, arguing that cognitive science research suggests otherwise. Drawing on cognitive load theory and John Sweller's research that humans can only process two to three novel pieces of information simultaneously, she demonstrates through a detailed classroom scenario how struggling students become cognitively overwhelmed in whole class lessons while advanced students remain unchallenged. 

Jocelyn contends that truly equitable instruction involves using assessment data to group students by skill level rather than ideology, ensuring optimal cognitive load where students aren't presented with too much novel information (causing overload) or too little (causing disengagement), and emphasises that phonics learning requires active engagement and repetition rather than mere exposure. 

Are your students good readers, but poor spellers? If so, you are not alone. Spelling Success in Action addresses phonics, orthography, and morphology to give students a well-rounded understanding of how our language system works. 

Find out how you can help your students move beyond guessing and memorisation at https://www.jocelynseamereducation.com/spelling2

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