Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’

Wyse, Dominic; Styles, Morag

doi:10.1111/j.1467-9345.2007.00455.x

Cited by 85 publications

(51 citation statements)

References 6 publications

(8 reference statements)

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“…While this issue is debated extensively in English-speaking countries (Wyse and Styles, 2007), it is less addressed in the EFL context. Analytic phonics approach focuses on phonetically analyzing words which are already familiar to students.…”

Section: Treatment Instructionsmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

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Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less investigated. The present study systematically reviewed 15 experimental and quasi-experimental studies published in between 2000 and 2016, on the topic of the effectiveness of phonological-based instruction in the EFL context. Study characteristics and instructional features were described, and effect sizes were calculated. Phonological-based instruction was consistently found to be effective among primary school EFL students on reading underlying skills, including phonemic awareness and non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on word recognition (lexical access and pronunciation) and reading comprehension were inconsistent across studies. The median value of the effect size on word reading was small. This pattern suggests a limitation of the phonological-based instruction, which is the difficulty of transferring the phonological underlying outcomes to real reading. We found that most studies, although meeting the minimum standards of evidence for effectiveness, suffer from methodological flaws; thus, they are potentially biased. Therefore, the positive effects reported in this study should be interpreted with caution. The implication for practice of this study is that including phonological-based instruction in the current English curriculum may be beneficial for young EFL students, thus they can better learn to phonologically decode English words. But not enough evidence has been found to support the instructional effectiveness on real word recognition and reading comprehension. Future research on this topic with rigorous design is needed so that strong causal inference can be made. The findings of this study provide novel insights into foreign language education of English for young learners.

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Section: Treatment Instructionsmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

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“…One of the criticisms of synthetic phonics is that it teaches letters and sounds removed from their meaningful language context, in a way that analytic phonics does not. 44 It has long been recognised that the goal of reading is comprehension. Reading for meaning requires both code-based skills and language skills such as vocabulary, morphology, syntax and inferencing skills, 45 and these two sets of skills are not rigidly separated, but rather interact at multiple levels.…”

Section: Evaluations Of Key Elements Of Montessori Education That Arementioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

122

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The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

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“…Wyse and Styles, 2007;Brooks, Cook and Littlefair, 2007;Goouch and Lambirth, 2007), and the reported decline in children's reading for pleasure (e.g. Sainsbury and Schagen, 2004;Clark and Foster, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Review of the Teaching of Early Reading (Rose, 2006) the use of synthetic phonics is profiled and almost no explicit connections are made to children's books and meaningful motivating texts (Wyse and Styles, 2007). The 'simple view of reading' espoused in this review, encompasses a two-dimensional framework that separates decoding and comprehension which may focus the attention of teachers and young readers on words not meanings, sounds not sense.…”

Section: Introductionmentioning

confidence: 99%

Exploring teachers' knowledge of children's literature

Cremin

Mottram

Bearne

et al. 2008

Cambridge Journal of Education

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In the context of the current debate about teaching reading, research to ascertain primary teachers' personal and professional reading practices was undertaken. The study explored teachers' reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services.Questionnaire responses were gathered from 1200 teachers. The data were analysed and connections made between the teachers' own reading habits and preferences, their knowledge of children's literature, their accessing practices and pedagogic use of literature in school. This paper reports on part of the dataset and focuses on teachers' knowledge of children's literature; it reveals that primary professionals lean on a narrow repertoire of authors, poets and picture fiction creators. It also discusses teachers' personal reading preferences and considers divergences and connections between these as well as the implications of the teachers' limited repertoires on the reading development of young learners.

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Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’

Cited by 85 publications

References 6 publications

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Montessori education: a review of the evidence base

Exploring teachers' knowledge of children's literature

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