A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching "Methods" versus Real Teaching

Autor/in	Davis, Andrew
Titel	A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching "Methods" versus Real Teaching
Quelle	In: Journal of Philosophy of Education, 46 (2012) 4, S.560-573 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2012.00879.x
Schlagwörter	Foreign Countries; Higher Education; Reading Instruction; Teaching Methods; Phonics; Phonemic Awareness; Decoding (Reading); Elementary School Teachers; Grade 1; English; Phoneme Grapheme Correspondence; Alphabets; Syntax; Context Effect; Reading Comprehension; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; English language; Englisch; Buchstabenschrift; Leseverstehen
Abstract	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 paper, it does not follow that it can or should be taught explicitly and independently of reading for meaning. Imposing such a "method" is, at a deep level, incompatible with teachers acting as teachers and potentially constitutes a kind of abuse of early readers. Moreover, because of the conceptual difficulties confronting any attempt to specify synthetic phonics as an approach, there cannot exist, in principle, empirical research that actually supports its value. Current policy in England since the Rose Report, at least, assumes the opposite. All this cannot be dismissed as a little local difficulty for England concerning the teaching of reading English with all its spelling irregularities: there are broader implications for the relationship between research and teaching, together with continuing tendencies to impose "teacher proof" approaches on schools and their staff in many countries. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10