Reading Wars or Reading Reconciliation? A Critical Examination of Robust Research Evidence, Curriculum Policy and Teachers' Practices for Teaching Phonics and Reading

Autor/inn/en	Wyse, Dominic; Bradbury, Alice
Titel	Reading Wars or Reading Reconciliation? A Critical Examination of Robust Research Evidence, Curriculum Policy and Teachers' Practices for Teaching Phonics and Reading
Quelle	In: Review of Education, 10 (2022) 1, (53 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3314
Schlagwörter	Phonics; National Curriculum; Foreign Countries; Elementary Education; Teaching Methods; Reading Instruction; Teacher Attitudes; Educational Change; Evidence Based Practice; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Lehrerverhalten; Bildungsreform
Abstract	Teaching children to read is one of the most fundamental goals of early years and primary education worldwide, and as such has attracted a large amount of research from a range of academic disciplines. The aims of this paper are: (a) to provide a new critical examination of research evidence relevant to effective teaching of phonics and reading in the context of national curricula internationally; (b) to report new empirical findings relating to phonics teaching in England; and (c) examine some implications for policy and practice. The paper reports new empirical findings from two sources: (1) a systematic qualitative meta-synthesis of 55 experimental trials that included longitudinal designs; (2) a survey of 2205 teachers. The paper concludes that phonics and reading teaching in primary schools in England has changed significantly for the first time in modern history, and that compared to other English dominant regions England represents an outlier. The most robust research evidence, from randomised control trials with longitudinal designs, shows that the approach to phonics and reading teaching in England is not sufficiently underpinned by research evidence. It is recommended that national curriculum policy is changed and that the locus of political control over curriculum, pedagogy and assessment should be re-evaluated. The video abstract for this article is available at https://youtu.be/bJImJ79JKNI. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01