Ah ok. I was reading your blog post about the ‘Comprehension’, ‘Beyond Phonics’ programme and how it is new - that Ruth Miskin has just realised that phonics wasn’t enough. That programme has been around for many years.

Reminded me of this from @didau.bsky.social:

That is a new handwriting programme not a new fluency programme.

This particular programme has been around for at least 10 years.

It was a pleasure to have you with us, Curtis!

Mena House - you won’t get a better view of the pyramids!

Away from the pyramids, we used to live in Zamalek which was a lot quieter than the rest of Cairo but a good central hub. The Marriott there has a pool and the central part used to be Gezirah Palace.

It’s so simple: Children should decide what job they want to do at birth and then learn and practise only those things that are directly relevant to that career.

Yes! Thx for asking!
If you go to our ECMG spatial reasoning toolkit - all the refs and loads of supporting materials are there - all **freely available** earlymaths.org/spatial-reas...
And specifically here for research: earlymaths.org/wp-content/u...

Explaining out loud or in writing made a difference. I’d call these activities a form of zero-stakes ‘test’ or retrieval—students were essentially testing themselves to reinforce learning.

I am sure someone can directly help, but I go to AI when I’m stuck with this kind of thing now. Either ask questions or (depending on the sensitivity of the data) feed in the sheet and ask AI to do what you want.

It’s a wonder that any child progresses with a sport, learns an instrument without written comments…

If the barrier is gaps in basic alphabetic code knowledge, target this.

If the barrier is blending words, target this.

If decoding is fine but the barrier is dysfluency, target this.

Identifying and addressing individual needs will *always outperform general strategies on the basis of labels.