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Direct linkBrooks, Greg; Beard, Roger; Ampaw-Farr, Jaz – Research Papers in Education, 2021
From 2006 the British government strongly favoured synthetic phonics as the principal approach for the teaching of initial literacy in state-funded primary schools in England, and since 2010 has made it mandatory. In 2007-2013 just over 100 commercially published phonics schemes were available, and in that same period the government maintained a…
Descriptors: Foreign Countries, English, Phonics, Basal Reading
Bowers, Jeffrey S. – Educational Psychology Review, 2020
There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this…
Descriptors: Reading Instruction, Meta Analysis, Phoneme Grapheme Correspondence, Foreign Countries
Woore, Robert – Language Learning Journal, 2022
Ofsted's (2021. Curriculum research review series: Languages (OCRR). https://www.gov.uk/government/publications/curriculum-research-review-series) sees 'phonics' as one of three key 'pillars of progression' in language learning. This paper critically examines this view, beginning with the OCRR's definition of 'phonics'. Focussing on the teaching…
Descriptors: Phonics, Second Language Learning, Second Language Instruction, Language Proficiency
Darnell, Catherine A.; Solity, Jonathan E.; Wall, Helen – British Educational Research Journal, 2017
The statutory "phonics screening check" was introduced in 2012 and reflects the current emphasis in England on teaching early reading through systematic synthetic phonics. The check is intended to assess children's phonic abilities and their knowledge of 85 grapheme-phoneme correspondences (GPCs) through decoding 20 real words and 20…
Descriptors: Foreign Countries, Decoding (Reading), Phonics, Beginning Reading
Beard, Roger; Brooks, Greg; Ampaw-Farr, Jaz – Literacy, 2019
Successive UK government policies have strengthened the phonics element of the National Curriculum for English in England. The policies have included inviting publishers to submit completed self-assessments of their systematic phonics programmes. The self-assessment criteria focus on what is deemed to be 'high-quality provision', as defined in the…
Descriptors: Phonics, Phoneme Grapheme Correspondence, National Curriculum, Foreign Countries
Kyle, Fiona; Kujala, Janne; Richardson, Ulla; Lyytinen, Heikki; Goswami, Usha – Reading Research Quarterly, 2013
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…
Descriptors: Literacy, Foreign Countries, Control Groups, Phonemes
Download full textKing, Bernardine; Kasim, Adetayo – Education Endowment Foundation, 2015
Rapid Phonics is a synthetic phonics intervention intended to improve decoding skills and reading fluency. It teaches the relationship of word sounds to their corresponding letter groups in a structured way. In this evaluation, the intervention was delivered across the transition between primary and secondary school to Year 6/7 pupils who had not…
Descriptors: Phonics, Reading Instruction, Intervention, Decoding (Reading)
Davis, Andrew – Journal of Philosophy of Education, 2012
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this…
Descriptors: Foreign Countries, Higher Education, Reading Instruction, Teaching Methods
Department for Education and Skills, London (England). – 2001
Developed for use in small groups, this unit of study is aimed at helping children in England who have reached Level 3 in English at Key Stage 2 but who may be making errors in spelling, particularly in the area of vowel choices. In this unit, pupils read realistic texts and investigate the spellings of words they find there. While spelling is the…
Descriptors: British National Curriculum, Class Activities, Foreign Countries, Phonemes
