Pathways

Author

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  James Clements

  James Clements is an independent English adviser, supporting schools and local authorities across the country with the teaching of reading, writing, and drama. He is the creative director of Shakespeare and More, a not-for-profit organisation that supports the teaching of English in primary schools. James was consulted on the National Curriculum 2014 for English and is part of the DfE’s English Expert Subject Group.

Adviser

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  Janet Brennan

  Janet Brennan is an education consultant and spent 14 years as one of Her Majesty’s Inspectors (HMI) in Ofsted, with particular involvement in English and literacy in primary schools and initial teacher education. During 2005/06 Janet was a member of the advisory panel for Sir Jim Rose’s independent review of early reading. She has also worked with the Department for Education on the National Curriculum 2014 for primary English. In the past, Janet has also been a teacher, a teacher trainer and a primary English adviser in a large local authority.

Series Editors

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  Jane Oakhill

  Jane Oakhill is a psychology professor at the University of Sussex. After teaching in a primary school, she went back to university to do a PhD on the problems children face in reading comprehension. Children’s development and problems in reading comprehension have been an enduring interest: ways of improving children’s comprehension and the specific difficulties that children with visual and hearing impairments experience with reading comprehension; the contribution of different aspects of vocabulary to children’s comprehension development; and to develop training comprehension to support the teaching of reading comprehension in the classroom. Jane was consulted about the comprehension-related content of the National Curriculum 2014.

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  Kate Cain

  Kate Cain is a psychology professor at Lancaster University. She studied children’s reading comprehension problems for her PhD, supervised by Jane Oakhill. She has held lecturing positions at Nottingham, Essex, and now Lancaster Universities. One focus of Kate’s current work is tracking children from the age of 4 for 5 years to examine how their language and cognitive skills develop and how environment influences the development of their listening and reading comprehension. To date, the work supports the Simple View of Reading and shows that the higher-level language skills of inference making and comprehension monitoring should be developed in the early years to support listening comprehension and later reading comprehension. Kate was consulted about the comprehension-related content of the National Curriculum 2014.