The Literacy Engine
@LiteracyEngine
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Driving Literacy Across the Curriculum | An evidence based, knowledge rich resource to embed extended reading in Form Tutor Time & across the curriculum
Joined February 2023
đĽHot News AlertđˇWe are super excited to launch our 2025/26 Memberships! Check out the full package here as it is far too big for a post! We've managed to beat inflation & even work in a cheeky discount! Together, we can transform whole school literacy! https://t.co/4JIdeVu85A
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A fabulous example of modelling and narrated success in writing. Our Interactive Read Aloud model does exactly the same for reading! By narrating the thoughts and processes at work as a successful reader it breaks down access barriers allowing students to enjoy difficult texts.
Donât just live model - Narrate each step of the process - Question students continuously to check understanding - Explicitly annotate where the success criteria is being met - Students focus on listening and following the model, not copying (reduces split attention)
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This confuses what reading is with how reading is taught. A recurring rhetorical move in the piece is to say, implicitly: âReading is complex, rich, social, and meaningful â therefore instruction should look like that.â Thatâs a category error. Yes, skilled reading is complex
'If children have had between 190 hours and 380 hours of discrete synthetic phonics during their first two years of the national curriculum, but they still canât decode, then perhaps a different approach should be tried' https://t.co/2jTVkOQ5uL
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Before we look at incentives and initiatives to get students "Reading for Pleasure" we need to take an honest look at reading in our lessons. How far have we driven reading from our classrooms? If it can be reading, it should be reading. https://t.co/bhRFNAWp0n
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Our Tutor Time reading programme impacts 100% of students that attend tutor time. No chasing up completion. Every single student benefits from their form tutor reading to them & having rich academic conversations about the world & words around them. https://t.co/vba5vmxrvU
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An incredibly useful read to serve as a reminder about why knowledge is the foundation of skill. You can do anything with knowledge you don't have.
Today, @Civitas_UK releases a collection of essays on the value of a knowledge-rich curriculum. Here's my chapter titled "Knowledge-rich curricula: A key driver of equity in education"
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ââŚthe debate over âskills versus contentâ dissolves once we recognise that knowledge is the pre-condition for every higher-order skill we value.â A cognitive science truth we still need to absorb in the US. Teach knowledge, and the skills follow. Must read. đ
Today, @Civitas_UK releases a collection of essays on the value of a knowledge-rich curriculum. Here's my chapter titled "Knowledge-rich curricula: A key driver of equity in education"
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What are the differences between the way reading on paper and reading on a screen is processed in the brain? And why does that matter for learning? Neuroscientist Jared Cooney Horvath explains in this exclusive extract from his new book âŹď¸ https://t.co/f9Hc8HBI0h
tes.com
Many schools have become reliant on tech to deliver lessons, but we need a more reflective approach if we are to avoid lost learning, says neuroscientist Jared Cooney Horvath in an exclusive extract...
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@DavidDidau Absolutely the right way to think about this: 'Pleasure doesnât lead to fluent reading; fluency makes pleasure possible.' Well said, David.
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We love to say weâre building a âlove of readingâ. The evidence suggests weâre doing no such thing. Pleasure doesnât lead to fluent reading; fluency makes pleasure possible. Reading for pleasure should be an outcome, not a curricular aim. Trying to teach enjoyment is missing the
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In a digital society, where a world of information is available at their fingertips, the best preparation we can give our young people for life is STILL a broad general knowledge of the world around that that they can rapidly recall from memory. #TextNotTech
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When we built our Interactive Read Aloud model, we started with the evidence around what works well. We built a cross curricular model that supports colleagues outside their specialism to deliver high impact, knowledge rich reading sessions. https://t.co/bhRFNAWWPV
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I labelthe broad 'assessment' types 'screening' to identify sig discrepancies, followed by more precise diagnostics for those well below. Nothing really beats hearing a child read aloud & talking about it to determine what issues they may have but doing that at scale is tricky
âśď¸Why we need to rethink secondary reading assessment Really interesting look at reading ages and diagnostic assessment on secondary - by @AlexJQuigley
https://t.co/zNMwushall
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Reading is not an easy skill to assess, says @AlexJQuigley, and so one type of test is unlikely to give the full picture https://t.co/mvJYnRFEG2
tes.com
Opportunities for teacher-led diagnostic assessments are being missed amid overreliance on reading ages and standardised reading tests, suggests Alex Quigley
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Our extended reading model and the study of non-fiction texts provide a powerful & evidence-based method for teaching PSHE, SMSC, British Values, and Citizenship topics. Drop us a message to start the discussion about how we can help you today! #Literacy
https://t.co/ofKEHdSrRc
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Our extended reading model and the study of non-fiction texts provide a powerful & evidence-based method for teaching PSHE, SMSC, British Values, and Citizenship topics. Drop us a message to start the discussion about how we can help you today! #Literacy
https://t.co/ofKEHdSrRc
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How to direct your students to active reading during read-alouds: â˘Explicitly state what you expect students to do before you start reading â˘Model those expectations â˘A 1-pg article=15 minutes full of active engagement, checks for understanding, and lots of learning.
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Reading to your children is one of the greatest pleasures life can provide. And it grows a life-long bond. And it aids their intellectual development immensely.
New survey: The percentage of kids four and under who are read to every day has dropped 15 percentage points since 2012 One in five parents now say they ârarelyâ or âneverâ read to their child between the ages of zero and two Boys are less likely to be read to than girls
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Next week we enter December with a look the 1st female MP and a profile on Ozzy Osbourne. We also dig into Waves as part of our KS3 Science curriculum reading. How do your students start their day? https://t.co/2ULqLRMniy
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Next week we enter December with a look the 1st female MP and a profile on Ozzy Osbourne. We also dig into Waves as part of our KS3 Science curriculum reading. How do your students start their day? https://t.co/2ULqLRMniy
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âď¸đ¨NEW RESOURCES ALERTđ¨âď¸ We are starting 2026 with some challenging topics including: đś The launch of the Euro and what actually is money? 𪧠What is the right to protest đť What is pornography? Extended reading & structured discussion embedded daily https://t.co/amLqau6tcq
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