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Introduction
Introduction

Imagine, for a moment, that you are a teacher and you hear about an exciting new approach that has been developed to enhance primary school children’s reading skills. The approach has been organised into a clear programme that runs for one school term and includes a range of specific tasks and activities to be undertaken with the children on a whole-class basis. From what you can see, the programme looks convincing and certainly reflects the types of approaches you feel are important and that you wish to develop further with your own children. One of the first questions you will ask as a teacher will be: is this new programme likely to be effective? In particular, and before you risk adopting it with your ...

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