Systematic phonics should feature in every childs reading instruction and it should be part of every literacy teachers 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.
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.
David Garner | alfa
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