In this thought-provoking episode of the Structured Literacy podcast, Jocelyn challenges the common goal of implementing an "evidence-based literacy block," arguing for a more nuanced approach to school improvement. She identifies three key problems with this focus: the assumption that direct research evidence exists for every instructional decision (when much research comes from small-scale trials that don't directly translate to all contexts), the expectation that programs will solve instructional problems (when teacher capacity is actually central), and making adult actions rather than student outcomes the primary focus. 

Drawing on the Australian Institute for Family Studies' definition, Jocelyn advocates for "evidence-informed instruction" that integrates research evidence with practitioner expertise and student experiences, suggesting the better goal should be "every child growing and learning at an appropriate rate" rather than rigid program fidelity. 

Has 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

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