Differing effects of two synthetic phonics programmes on early reading development
Background Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims We compared the impact of two synthetic phonics programmes on early reading. Sample Children received Letters an...
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| Published in | British journal of educational psychology Vol. 86; no. 2; pp. 182 - 203 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
England
Blackwell Publishing Ltd
01.06.2016
Wiley-Blackwell British Psychological Society |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Background
Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together.
Aims
We compared the impact of two synthetic phonics programmes on early reading.
Sample
Children received Letters and Sounds (L 7 schools) which teaches multiple letter–sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight.
Method
We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools).
Results
Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school‐entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme.
Conclusions
The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. |
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| AbstractList | Background: "Synthetic phonics" is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims: We compared the impact of two "synthetic phonics" programmes on early reading. Sample: Children received "Letters" and "Sounds" (L&S; 7 schools) which teaches multiple letter-sound mappings or "Early Reading Research" (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. Method: We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Results: Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. Conclusions: The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. We compared the impact of two synthetic phonics programmes on early reading. Children received Letters and Sounds (L 7 schools) which teaches multiple letter-sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. BACKGROUNDSynthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together.AIMSWe compared the impact of two synthetic phonics programmes on early reading.SAMPLEChildren received Letters and Sounds (L 7 schools) which teaches multiple letter-sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight.METHODWe measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools).RESULTSPhonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme.CONCLUSIONSThe more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. We compared the impact of two synthetic phonics programmes on early reading. Children received Letters and Sounds (L 7 schools) which teaches multiple letter-sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. Background Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims We compared the impact of two synthetic phonics programmes on early reading. Sample Children received Letters and Sounds (L 7 schools) which teaches multiple letter–sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. Method We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Results Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school‐entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. Conclusions The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. Background Synthetic phonics is the widely accepted approach for teaching reading in E nglish: Children are taught to sound out the letters in a word then blend these sounds together. Aims We compared the impact of two synthetic phonics programmes on early reading. Sample Children received Letters and Sounds (L 7 schools) which teaches multiple letter–sound mappings or Early Reading Research ( ERR ; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. Method We measured phonological awareness ( PA ) and reading from school entry to the end of the second (all schools) or third school year (4 ERR , 3 L&S schools). Results Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school‐entry PA : Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. Conclusions The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA . We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. |
| Audience | Elementary Education |
| Author | Solity, Jonathan Shapiro, Laura R. |
| Author_xml | – sequence: 1 givenname: Laura R. surname: Shapiro fullname: Shapiro, Laura R. email: l.r.shapiro@aston.ac.uk organization: School of Life and Health Sciences, University of Aston, Birmingham, UK – sequence: 2 givenname: Jonathan surname: Solity fullname: Solity, Jonathan organization: Optima, Leamington Spa, UK |
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| Cites_doi | 10.3758/bf03195506 10.1002/14651858.CD009115.pub2 10.1111/1467‐9817.12022 10.1348/000712608x371744 10.1207/s1532799xssr0902_4 10.1037/a0026744 10.1016/j.jecp.2013.05.011 10.1037/0033‐2909.101.2.192 10.1111/1529‐1006.00004 10.1177/1536867X0200200101 10.1016/0010‐0277(94)00645‐2 10.1046/j.0021‐9630.2003.00305.x 10.1111/j.1551‐6709.2010.01134.x 10.1016/j.cognition.2012.01.003 10.3102/00346543071003393 10.1598/rrq.21.4.1 10.1348/000709908x293850 10.1002/acp.1371 10.53841/bpsper.2010.34.1.21 |
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| Keywords | sight word synthetic phonics English phonological awareness phonics children phonological difficulties reading |
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Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend... Background: "Synthetic phonics" is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then... Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these... Background Synthetic phonics is the widely accepted approach for teaching reading in E nglish: Children are taught to sound out the letters in a word then... BACKGROUNDSynthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend... |
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| SubjectTerms | Child development Child Development - physiology Child, Preschool children Cognitive Mapping Comparative Analysis Correlation Early Reading Educational attainment Educational Measurement Educational psychology Elementary School Students English Female Humans Male Phoneme Grapheme Correspondence Phonetics Phonics Phonological Awareness phonological difficulties Program Descriptions Program Effectiveness Reading Reading Achievement Reading Instruction Reading Research sight word synthetic phonics Teaching Teaching Methods |
| Title | Differing effects of two synthetic phonics programmes on early reading development |
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