S5 E16 - Is Whole Class Phonics Instruction Really Equitable?

The Structured Literacy Podcast

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.

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

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챕터

1. Introduction and The Equity Question (00:00:00)

2. Cognitive Load Theory and Working Memory (00:04:20)

3. The Struggling Student's Experience (00:08:31)

4. Exposure vs. Engagement in Learning (00:11:25)

5. Targeted Instruction and Student Success (00:15:48)

6. Using Data to Guide Instructional Decisions (00:19:42)

7. Practical Solutions and Final Thoughts (00:23:38)