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Reading the Evidence

Author: Margaret M Clark
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Reading the Evidence

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This book was written by seven academics all with extensive published research in the field of literacy: Greg Brooks, Margaret M Clark, Henrietta Dombey and Terry Wrigley from the UK and Misty Adoniou, Robyn Cox and Paul Gardner from Australia (Robyn and Paul had previously worked in England). None of us, as has been claimed, dispute that phonics does have a place in the teaching of reading. Here, set against a wider background of research on literacy, we evaluate the available evidence on the now mandatory policy in England of synthetic phonics as the method of teaching reading and the statutory Phonics Screening Check. We consider the impact of politics on literacy policy and practice, the imposition of synthetic phonics in England as the required method of teaching reading and of the phonics check and its consequences, intended and unintended. In 2012 this check became a statutory assessment for all children at the end of year 1, aged about six years of age, in all State-funded schools in England. The debate is widened to a consideration as to whether in England, as well as in the USA, ideology might be 'trumping evidence' and why Australia should reconsider its proposal to introduce the phonics check from England. The scene is set in the first chapter on 'Learning to be Literate', and in the final chapter 'Neglected lessons from successful classrooms' are reported.


Teaching Systematic Synthetic Phonics in Primary Schools

Author: Wendy Jolliffe
Publisher: Learning Matters
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The government prioritizes systematic synthetic phonics as a key strategy in the teaching of reading and this is your guide to teaching systematic synthetic phonics in primary schools. This text supports trainee teachers working towards primary QTS through the exploration of a range of aspects of phonics teaching. It gives a balance of research and practice and allows trainees to develop and in-depth understanding of what works in phonics teaching, and why. It begins with the subject knowledge that underpins effective teaching - key aspects of the alphabetic code from discriminating sounds and phonemes to teaching long vowel phonemes and their different spellings and pronunciations. It goes on to explore pedagogy from the early years to Key Stage 2 giving guidance on, among others, systematic progression, intervention and multi-sensory and interactive methods. The title includes a review of different popular phonics programmes, set against the DfE (2011) criteria for high-quality phonics teaching. This third edition has been updated in line with changes in primary education. A new section includes classroom case studies and lesson ideas for teachers to learn about best practice from other teachers.


The Routledge International Handbook of Learning with Technology in Early Childhood

Author: Natalia Kucirkova
Publisher: Routledge
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The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.


Inclusive Principles and Practices in Literacy Education

Author: Marion Milton
Publisher: Emerald Group Publishing
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This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.


Understanding phonics and the teaching of reading

Author: Kathy Goouch
Publisher: Open University Press
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"The book's strength lies in the ability of the contributors to draw conclusions in relation to the reading debate and constructively justify moving away from the reliance on a single phonics approach based on evidence from empirical research. ...The book offers a timely warning against reading becoming synonymous withsynthetic phonics instruction, of children becoming mere 'functional decoders of print' (p. 53). The argument turns to the very real need for children to develop andunderstand the 'joy, relevance and use for reading' (p. 79); indeed in the current climate of synthetic phonics instruction children are in danger of losing the ability orthe will to look at a book for pleasure." Early YearsDebates about the teaching of reading and particularly which phonics method teachers should use have been simmering for many years. This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US.As well as providing refreshing insights into how children encounter texts in the increasingly complex world of literacy, the book celebrates the complexity, pleasure and passion that are the foundations of becoming a successful reader. Each chapter explores in-depth the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. Drawing on both research and theory, the book also shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process.A unique feature of this book is that it combines academic perspectives with the insights of parents and practitioners. The participation of those most closely involved with children complements the lively debate and contributions from researchers, providing a rich and inclusive range of ideas.Understanding Phonics and the Teaching of Readingis a stimulating read for educational studies students, students of teaching and learning, policy makers, educational researchers and teachers.


Approaching Difficulties in Literacy Development

Author: Felicity Fletcher-Campbell
Publisher: SAGE
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This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to: - Theoretical understandings, implications for practice - Assessing literacy difficulties - Pedagogy and planning - Interventions in different contexts This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.


Teaching Notes From the Front Line

Author: Debra Kidd
Publisher: Crown House Publishing
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Our current education system is overloaded with amendments, additions and adjustments which have been designed to keep an outdated model in the air. But it is crashing. And as it comes down, we see the battle of blame begin. It is time to take our vocation back, to learn to trust ourselves and each other and, crucially, to take control of the direction of education and policy. We have allowed powerful institutions to manipulate the fear of parents and teachers to the extent that neither can see how to proceed without being told what to think. Covering education policy, PISA testing, Ofsted, exams, pedagogy and much more, this book explores how the so-called accountability and quality systems in our country have been used to straightjacket teachers into compliance, even when flying in the face of emerging knowledge and understanding about learning. This is a narrative of hope. Of how the system could be different. It offers tales from within the classroom of learning in spite, but without spite. Of hope, of laughter, of gentle subversion. This is a call to arms in a pedagogical revolution. Will you answer it?


Teaching Synthetic Phonics

Author: Rhona Johnston
Publisher: Learning Matters
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The synthetic phonics approach is used in all primary schools in England. If you are a trainee or beginning primary school teacher, you need to demonstrate a confidence in the teaching of phonics to meet the Teachers' Standards and gain QTS. This is a practical, up-to-date guide to teaching children to read using synthetic phonics. It helps you to understand the theory behind phonics and how children's learning of reading can develop. It gives you practical teaching strategies and outlines how you can assess and diagnose reading problems. This second edition has been updated to include new chapters on the new Phonics Check in year 1 and overviews of popular phonics schemes used in England and Scotland.


Evidence Check 1

Author: House of Commons Science and Technolog
Publisher: The Stationery Office
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This report (HCP 44, session 2009-10, ISBN 9780215542663) from the Science and Technology Committee looks at literacy programmes evidence check and concludes that expectations by the Department for Children, Schools and Families of the quality of the evidence base for reading programmes are worryingly low. It urges the Government to commission randomised controlled trials (RCTs). The Committee also states it is particularly concerned about the quality of evidence demonstrating cost-effectiveness of different programmes and further recommends that the Government reviews its guidelines on RCT design; it says even Wikipedia is more thorough and informative. The Committee also concludes, that: the Government's focus on early literacy interventions and phonics-based teaching is based on the best available evidence; the use of Reading Recovery is based on a lower quality of evidence than the Committee is comfortable with and that the decision to introduce Reading Recovery nationally is not evidence based. The Committee further expressed alarm that there was a complete lack of randomised controlled trials using standardised test scores for the Reading Recovery programme in the UK school system, before national implementation of the programme.