Content analysis, assessment through teaching and early reading with Jonathan Solity and Nazam Hussain

I had a conversation with Jonathan Solity because of my interest in developing curricula that supports student learning. In this talk, Jonathan and I discuss how to support children using instructional psychology, rational/ content analysis, Pareto’s principle, and Haring and Eaton’s (1978) Learning Hierarchy. Jonathan emphasises the importance of teaching the most useful knowledge/skills first using the inherent generative principles within a particular body of content. At the end of the talk Jonathan makes suggestions for how EPs can support teachers in promoting early reading and maths skills.

I hope you enjoy the talk!
Dr Nazam Hussain (Educational Psychologist)
See below for links to references (I could have added many more!)

 Darnell, C.A, & Solity, J.E., & Wall, H. (2017) Decoding the phonics screener check. British Educational Research Journal, 43 (3) 505-527
 Solity, J.E. (1991). Special Needs: A discriminatory concept? Educational Psychology in Practice, 7(1), 12-19
 Solity, J. E. (2008). Michel Thomas: The Learning Revolution. Hodder & Stoughton. London.
 Solity, J.E. (2020). Instructional psychology and teaching reading: Ending the reading wars.
Educational and Developmental Psychologist, 37 (2) 123-132
 Ward, J, &; Crawford, S & Solity, J.E. (2017). Assessment through teaching and instructional psychology. An alternative model of service delivery to raise attainment in primary schools.
Educational & Child Psychology, 34 (1) 94-109