Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice

Solity, Jonathan

doi:10.1002/rev3.3349

Cited by 4 publications

(1 citation statement)

References 124 publications

(165 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since at least 1967, ‘evidence’ has been marshalled to help advocates argue for and against particular approaches to teaching reading. Solity (2022) looks at these ‘reading wars’, especially around the use of synthetic phonics and the extent to which they are based on the best available evidence. How can two opposing claims disagree and yet both be claimed as evidence‐led?…”

Section: Do Users Actually Use Evidence?mentioning

confidence: 99%

Special issue: Evidence into policy and practice

Siddiqui

Gorard

Wiliam

2022

Review of Education

View full text Add to dashboard Cite

This special issue of Review of Education on 'Evidence into Policy and Practice' consists of a selection of 12 research papers, selected from 45 abstracts sent in response to the call published in January 2021, and 21 subsequent papers sent for peer review. The call was for papers that improved society's knowledge and understanding of how research evidence is best used in policy and practice.Governments, funders and researchers worldwide report that the use of evidence in education is increasingly important but we have seen no consolidated discussion of good examples, successes and failures, and the challenges and barriers in translating evidence into practice and policy. Above all, we have seen no robust evaluations of the benefits for students and teachers of using research evidence in education, or of how best to get evidence into use (Gorard et al. 2020).There have been improvements in the generation and synthesis of high-quality substantive evidence in education, worldwide, over the past 30 years, with 'What Works' centres and similar organisations. There are now reasonable bodies of evidence available on a range of education topics, although more so for practice than for policy. The money that tax-payers and charities spend on this primary work is largely wasted if it is not used. Most importantly, perhaps, high-quality evidence needs to be distinguished from all of the rest-which obviously provide unsound bases for policy and practice. What we need now is a giant step in the amount and quality of the research on innovative and impactful modes of translating and mobilising primary research evidence into usable formats. This is particularly timely because of policies such as the Pupil Premium in England, which requires schools and teachers to invest their additional funds in educational resources and programmes to improve the schooling of disadvantaged children, and for which there is high quality evidence of their benefits.We were therefore delighted to receive an encouraging response to the call for this special issue from education researchers based in England,

show abstract

Section: Do Users Actually Use Evidence?mentioning

confidence: 99%

Special issue: Evidence into policy and practice

Siddiqui

Gorard

Wiliam

2022

Review of Education

View full text Add to dashboard Cite

show abstract

Erratum for ‘Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice’ by Solity (2022)

2022

Review of Education

View full text Add to dashboard Cite

Word Reading: The Role of the Speech-Language Pathologist

Colenbrander,

Kohnen

2023

Perspect ASHA SIGs

View full text Add to dashboard Cite

Purpose: Written and spoken language abilities are closely connected, and speech-language pathologists (SLPs) can play important roles in the development of children's word reading. However, SLPs may have less knowledge about word reading assessment and intervention than they do about oral language. Therefore, in this tutorial, we describe the skills required for successful word reading and outline evidence-based approaches to word reading assessment and intervention within a response to intervention (RTI) framework, with a focus on the role of the SLP. Conclusions: Written language abilities clearly fall within an SLP's scope of practice. SLPs can be involved in collaborative teams working together to design word reading instruction, intervention, and assessment. They can also be directly involved in word reading intervention and assessment with children on their caseload. Consequently, knowledge about word reading development, assessment, and intervention can enable an SLP to take advantage of the reciprocal connections between written and spoken language, in order to help achieve the best outcomes for their clients. Supplemental Material: https://doi.org/10.23641/asha.24001953

show abstract

Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice

Cited by 4 publications

References 124 publications

Special issue: Evidence into policy and practice

Special issue: Evidence into policy and practice

Erratum for ‘Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice’ by Solity (2022)

Word Reading: The Role of the Speech-Language Pathologist

Contact Info

Product

Resources

About