Tread lightly: the cement is not quite dry

Dr Christine Braid, Tātai Angitu, Massey University


Part One of Tread lightly discussed the tentative nature of research and the difficulty that presents for practice. Part two is for those interested in considering how to implement literacy with a treading lightly approach. It is a tentative approach. The table shows some key ideas in literacy, and briefly outlines what we know, and what we might need to keep thinking about. The treading lightly section suggests how we might approach the thinking in our practice, using the evidence.

The table is not a definitive document but an invitation to learn more. I hope it shows that there is a way forward that involves considering what research tells us for practice even if not in absolutes. I know I have to challenge myself to read beyond things that just confirm what I think is right and walk in the uncomfortable place of reading things that challenge.

There are many other ideas that could be explored and the ideas here are an example of exploring the tensions and possible solutions.


Debbie Hepplewhite about the balance of explicit and incidental teaching

Kearns, D 2020 Does English have useful syllable division patterns

Syllable types may add to cognitive load and the role of morphemes


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