The word exposure gets thrown around a lot in schools, especially when a student is behind in phonics or spelling. In this episode, Jocelyn takes a hard look at that belief and explains why presence in a lesson is not the same as learning, particularly for skills that are biologically secondary, like reading and writing.  This episode covers: 

• why exposure is not learning for secondary skills
• what explicit teaching demands of attention and practice
• how misuse of the term exposure clouds decisions
• where whole-class text work fits and when it does not
• why working memory limits should guide task design
• how to use data to decide groupings and next steps
• when to apply exposure without expectation in early years
• practical ways to target phonics and spelling gaps

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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