Students Aren’t Struggling to Read — They’re Struggling to Know

Students Aren’t Struggling to Read — They’re Struggling to Know

Students Aren’t Struggling to Read — They’re Struggling to KnowLiteracy for Learning
Published on: 18/04/2026

Why do students struggle with reading comprehension, even when they can decode the words on the page? The answer may not be reading ability at all.

Science of LearningL4L SystemScience of ReadingCognitive Load TheoryTeaching Critical ThinkingTeacher Wellbeing & Professional PracticeSecondary TeachingCurriculum & InstructionCognitive Science in Education
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Stop teaching reading comprehension and start teaching knowledge – 4 reasons why this is a critical shift every teacher needs to make

Stop teaching reading comprehension and start teaching knowledge – 4 reasons why this is a critical shift every teacher needs to make

Stop teaching reading comprehension and start teaching knowledge – 4 reasons why this is a critical shift every teacher needs to makeLiteracy for Learning
Published on: 17/04/2026

Are reading comprehension strategies enough? The science of reading suggests otherwise. Discover four key reasons why building knowledge—not just practising comprehension skills—is essential for improving reading comprehension and closing learning gaps.

L4L SystemScience of ReadingCognitive Load TheoryTeaching Critical ThinkingTeacher Wellbeing & Professional PracticeTeacher BurnoutSecondary TeachingCurriculum & InstructionCognitive Science in Education
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Beyond Differentiation: Why Better Unit Design — Not More Adjustments — Supports Every Student

Beyond Differentiation: Why Better Unit Design — Not More Adjustments — Supports Every Student

Beyond Differentiation: Why Better Unit Design — Not More Adjustments — Supports Every StudentLiteracy for Learning
Published on: 04/03/2026

Why differentiation often fails — and how cognitive load theory reshapes unit design to support struggling and high-achieving students.

Science of LearningCognitive Load TheoryCurriculum & InstructionCognitive Science in Education
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Back to Basics Teaching: How to Achieve More with Less

Back to Basics Teaching: How to Achieve More with Less

Back to Basics Teaching: How to Achieve More with LessLiteracy for Learning
Published on: 13/02/2026

Teaching has become overcomplicated. Learn how back-to-basics lesson design grounded in cognitive science improves student learning while reducing teacher workload.

Science of LearningCognitive Load TheoryTeacher Wellbeing & Professional PracticeTeacher BurnoutSecondary Teaching
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