Episode Details

We challenge the assumption that whole-class phonics with a little extra is the most effective route and explore why targeted Tier 1 grouping often delivers stronger gains. Using cognitive load theory and intervention research, we show how matched content can raise progress without creating waitlists or missed learning elsewhere.

• why many Year 3 students still need foundational code
• what grouping studies actually tested and why that matters
• how targeted, explicit, code-focused teaching drives gains
• early, intensive support over waiting for intervention
• designing Tier 1 to include intervention features
• cognitive load as a lens for matching content
• when to keep whole-class and when to regroup
• practical next steps for data, grouping, and progress checks

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