Phonics teaching: a child's passport to literacy
Posted on 26 January 2006
Systematic phonics should feature in every child's reading instruction and it should be part of every literacy teacher's repertoire, according to a Government-funded review of research by academics at the Universities of York and Sheffield.
The review, commissioned by the Department for Education and Skills
(DfES), found that systematic phonics - letters and sounds taught in
sequence from early childhood - resulted in better progress in reading
accuracy among children of all abilities. But evidence for
corresponding improvements in reading comprehension and spelling was
inconclusive.
We believe that, balanced with other methods, [phonics] should become a routine part of literacy teaching
Dr Carole Torgerson
A team including Professor Greg Brooks, of the School of Education
at Sheffield, and Carole Torgerson, Senior Research Fellow in the
Department of Educational Studies at York, and Jill Hall, analysed the
results of the 12 randomised trials of phonics since 1970. Nine of the
studies were carried out in the USA and Canada, while the others took
place in New Zealand, Australia and Scotland.
Carole Torgerson said: "Systematic phonics looks promising. It has
got results and we have found a positive effect that is statistically
significant. We believe that, balanced with other methods, it should
become a routine part of literacy teaching - it should be part of every
literacy teacher's repertoire.
"But we have to urge caution as the evidence base is relatively
limited - we have just a dozen small trials, the biggest of which
involved 120 children. There is no definitive conclusion from the
trials included in the review as to which phonics approaches are most
effective."
Professor Brooks added: "We are recommending a large-scale UK-based
randomised controlled trial to investigate the relative effectiveness
of different systematic phonics approaches for children with different
learning characteristics."
Notes to editors:
- Definitions:
- Phonics instruction: Literacy teaching approaches which
focus on the relationships between letters and sounds.
- Synthetic
phonics: The defining characteristics of synthetic phonics for reading
are sounding-out and blending.
- Analytic phonics: The defining
characteristics of analytic phonics
are avoiding sounding-out, and inferring sound-symbol relationships
from sets of words which share a letter and sound, e.g. pet, park,
push, pen.
- Systematic phonics: Teaching of letter-sound relationships in
an
explicit, organised and sequenced fashion, as opposed to incidentally
or on a 'when-needed' basis. This may refer to systematic synthetic or
systematic analytic phonics.
- The University of York's Department of
Educational Studies
is committed to excellence in research and teaching, and sees these as
mutually supportive. It was rated 'excellent' in the Quality Assurance
Agency assessment of teaching quality while its research groups have a
national and international reputation for the quality of their work and
its relevance to practice and policy.
- The School of Education at the
University of Sheffield conducts
teaching and research which are informed by the values of rational
inquiry, intellectual independence and respect for evidence. It was
rated 5A in the 2001 Research Assessment Exercise and scored the
maximum 24 in the last Quality Assurance Agency round, and a recent
full Ofsted inspection of the School's secondary PGCE confirmed the
consistent high quality of all aspects of the course.
- Professor Greg Brooks can be contacted through Danielle Reeves in
the University of Sheffield's press office on 0114 222 5339 or email
d.reeves@sheffield.ac.uk
- Carole Torgerson can be contacted through David
Garner in the
University of York Press Office on 01904 432153 or email
dcg501@york.ac.uk