I read Heather’s blog post about problems with the EEF with some interest yesterday, not least because I have also been frequently dissatisfied with the kinds of studies that they run. It is not that I am against large-scale studies in education, but rather that the language used to frame these studies is so broad, generic and vague that there is very little chance of being able to come to a meaningful conclusion from these studies.
No where is this more obvious than in those studies that look at improving pupil reading.
Reading is often assumed to be a generic skill, but what we should take from the work of people like ED Hirsch is that reading is in fact highly domain-specific. The fluency and accuracy with which I read a particular passage is closely linked to how familiar I am with the content of the text. I can skim…
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