Disputing Recent Attempts to Reject the Evidence in Favour of Systematic Phonics Instruction

Autor/in	Brooks, Greg
Titel	Disputing Recent Attempts to Reject the Evidence in Favour of Systematic Phonics Instruction
Quelle	In: Review of Education, 11 (2023) 2, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3408
Schlagwörter	Phonics; Reading Instruction; Literacy Education; Reading Research; Instructional Effectiveness; Teaching Methods; Elementary School Teachers; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Leseunterricht; Leseforschung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	Two recent articles from authors in Britain have attempted to show that the evidence in favour of systematic phonics in initial literacy instruction is weak; here, their arguments are disputed. Bowers ('Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction', "Educational Psychology Review," 32, 2020) attempts to show that there is little or no research evidence that systematic phonics instruction is more effective than other commonly used methods. Detailed inspection shows that his analysis appears flawed. Wyse and Bradbury ('Reading wars or reading reconciliation', "Review of Education," 10, 2022) offer four strands of evidence which, they suggest, undermine the case for systematic phonics teaching. However, they themselves admit they cannot draw conclusions from two of those strands; their survey of teachers in primary schools in England is unrepresentative and therefore unreliable; and their analysis of previous systematic reviews adopts such unnecessarily restrictive criteria that its conclusions cannot be accepted. (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