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Many children worry about spelling and it’s an issue that some schools are unwittingly exacerbating by sending home lists of words for them to learn. So, what should teachers be doing instead to build their students’ confidence? Zofia Niemtus finds out

Covid widened a reading gap between rich and poor, says teacher and researcher Jennifer Milne

A new study has taken the smorgasbord of reading research and converted it into bitesize chunks, making the topic easier for time-poor teachers to digest, says Alex Quigley

Many fairy stories reinforce gender stereotypes, cover disturbing themes and have horrific endings. However, research shows that, when approached in a thoughtful way, introducing them in the classroom can help children to develop life skills and cope with problems – as well as being a useful resource for teaching foreign languages, finds Christina Quaine

When Charlotte Noon experimented with language by challenging students whenever they used the word ‘difficult’ to describe new work, the results almost made her fall off her chair

All the main points from the DfE’s new reading framework, including advice on reading corners, book displays and sandpits

New DfE guidance, which advises against using mini-whiteboards for writing, is teaching us ‘to suck eggs’, say teachers

Exclusive: New reading framework will help end ‘vicious circle’ of ‘demotivating’ reading difficulties, writes minister

Comics, once viewed as ‘the death of reading’ and frowned upon in the classroom, have now been shown to enhance memory and may actually be a more effective teaching tool than a textbook. Head John Rutter explains why he can’t get enough of them

A narrow focus on developing children’s recognition of certain words and phrases can overshadow the need to ensure they comprehend the meaning behind what they are reading, says Megan Dixon

Covid lockdowns had a damaging impact at this school – and outdoor learning has been a big part of the solution

Claims that the ‘North-South divide’ in student attainment is down to poor school leadership and weak teaching could be used to drive the government’s ‘levelling-up’ agenda. But research suggests such arguments may be flawed – and that the real culprit is long-term economic deprivation. John Morgan reports