Synthetic phonics and the teaching of reading

Wyse, Dominic; Goswami, Usha

doi:10.1080/01411920802268912

Cited by 110 publications

(118 citation statements)

References 50 publications

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“…However, our findings were not in line with Wyse and Style (2007), Goswami (2007), and Wyse and Goswami (2008) who asserted that due to the phonological complexity and inconsistency of English writing system, it is highly unlikely that one method of teaching phonics such as synthetic phonics will be superior to another and will produce outstanding results in literacy acquisition of children. Nevertheless, unlike what was pointed out in the abovementioned studies, the synthetic phonics method of JP led to children's significant gains in both word reading and spelling in our study.…”

Section: Discussioncontrasting

confidence: 56%

“…However, a number of researchers namely; Wyse and Styles (2007), Goswami (2007), and Wyse and Goswami (2008) have questioned indubitable efficiency of synthetic phonics arguing that special features of a language regarding literacy acquisition must be taken into account before selecting a method for teaching literacy. Meanwhile, the data obtained from cross-language studies offer some grounds on why English is a relatively difficult language to learn to read.…”

Section: Synthetic Phonicsmentioning

confidence: 99%

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The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners' literacy learning

Farokhbakht¹,

Nejadansari²

2015

IJRSE

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The present study sought to investigate the effect of adopting synthetic multisensory phonics (i.e. Jolly Phonics) for teaching early English literacy skills on literacy learning of Iranian EFL young learners. To this end, 100 zero-beginners of English aged between 10 to 12 participated in this study. The participants were randomly assigned to either experimental or control classes. While the students in the control group were taught basic English literacy skills through the rote traditional phonics, the learners in the experimental group were taught English literacy via a synthetic multisensory phonics approach named Jolly Phonics. After a one-month English course, all the participants took a reading and a spelling test. A set of descriptive and inferential statistics were used to analyse students' scores obtained from these tests. The results demonstrated that the experimental (Jolly Phonics) group had a better performance on the reading and spelling tests.

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Section: Discussioncontrasting

confidence: 56%

Section: Synthetic Phonicsmentioning

confidence: 99%

The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners' literacy learning

Farokhbakht¹,

Nejadansari²

2015

IJRSE

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“…Unless early decoding skills move beyond mastery to become an automatic subconscious habit, reading is likely to remain poor [1] [6] [7]. Little progress has been made in discovering how decoding skills develop in the minds of young children [8] [9]. There are inconsistent data on what teaching practices foster simple word decoding development [3] [8].…”

Section: Introduction To the Problemmentioning

confidence: 99%

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Wolf¹

2014

OJN

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Children's failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for word decoding development; however questions remain on what types of letter-sound knowledge help children decode simple words [3]. This study investigated the differences in mean number of consonant-vowel-consonant (CVC) words decoded between two groups of children, a letter-sound reading group and non letter-sound reading group. Children aged 4 to 6 in both groups, attempted to decode a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word decoding differences existed between the two groups. The alternate hypothesis was accepted; the letter-sound reading group had a significantly higher mean in number of consonantvowel-consonant words decoded compared to the non letter-sound reading group. The study informs the teaching approaches needed to improve early decoding skills showing letter-sound reading ability is an important step for learning to decode simple consonant-vowel-consonant words.

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“…This is a small study with only about 30 pupils per group, and it was ended early for ethical reasons. Other commentators have suggested the implementation of the three conditions may have led to bias (Wyse and Goswami 2008).…”

Section: A Summary Of Evidence On the Effectiveness Of The General Phmentioning

confidence: 99%

An evaluation of Fresh Start as a catch-up intervention: a trial conducted by teachers

Gorard

Siddiqui

See

2016

Educational Studies

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The intervention was led by the schools themselves and assessed in co-operation with the independent evaluators. A group of 433 Year 7 pupils (first year of secondary school) were identified by schools as having literacy attainment below 'secure' KS2 Level 4, and individually randomised to a treatment group or a waiting-list control. The pupils were assessed via GL's New Group Reading Test. Missing data at pre-and post-test amounted to 3% of the total. The overall 'effect' size in terms of gain scores from pre-to post-test was +0.24, and this was repeated in a sub-group analysis involving only FSM-eligible pupils. However, there was some imbalance between the two groups at the outset, and this must lead to a slight caution about the findings, and to some doubts about whether one or more schools unwittingly subverted the randomisation. Other than this, the aggregated trial shows that schools can conduct evaluations of their own interventions with firm guidance from experts, and under favourable conditions such as individual randomisation and lack of extended involvement by developers with a conflict of interests.

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Synthetic phonics and the teaching of reading

Cited by 110 publications

References 50 publications

The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners' literacy learning

The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners' literacy learning

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

An evaluation of Fresh Start as a catch-up intervention: a trial conducted by teachers

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