Lead researcher = teacher for some groups (2nd study)
7 year study
Initially synthetic/analytic/phoneme + analytic groups
Synthetic progressed fast so all changed to synthetic
End of study: decoding words - on av. 3 ½ yrs ahead; spelling - 1yr 9 months ahead; comprehension- 3 ½ months ahead
Scotland:
No national curriculum
5 broad national priorities
Local Authority has to justify policies to meet local needs
Devolved decision-making so in hands of those that deliver it
National tests for internal monitoring; taken when child is ready; teacher can award on class work
Funding:
Gov. money; extra to budget
Home-school liaison set up
Staff development
Specific content and teaching methods
Group support
Head teachers and management involved
Staff monitored and supported
Children monitored and support groups for those falling behind
Extra training for teachers moving into the school
I have been trying to find the research that discusses the effect of synthetic phonics on producing children that can read words accurately but no longer read for pleasure and so their comprehension and general knowledge is suffering.I cannot find the exact article but there is research that argues both sides i.e. that synthetic phonics benefits reading comprehension and also that it detracts from it!
E801: Action 1.12: Policy and Reading Research
E801: Action 1.12: Policy and Reading Research
Clackmannanshire Synthetic Phonics Initiative:
Scotland:
Funding:
Staff development
I have been trying to find the research that discusses the effect of synthetic phonics on producing children that can read words accurately but no longer read for pleasure and so their comprehension and general knowledge is suffering.I cannot find the exact article but there is research that argues both sides i.e. that synthetic phonics benefits reading comprehension and also that it detracts from it!