Editing Phonics (section)

===United Kingdom===
====England & Wales====

There has been a resurgence of interest in [[synthetic phonics]] in recent years, particularly in [[England]]. As of 2013, all (local-authority-maintained) primary schools in England have a statutory requirement to teach synthetic phonics in years one and two. In addition, any pupil who is struggling to decode words properly by year three must "urgently" receive help through a "rigorous and systematic phonics programme".<ref>{{cite web|url=https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum|title=National curriculum in England primary|date=6 May 2015 }}</ref>

Prior to that, synthetic phonics was promoted by a cross-party group of Parliamentarians, particularly [[Nick Gibb]] MP. A report by the [[British House of Commons|House of Commons]] [[Education and Skills Committee]] called for a review of the phonics content in the [[National Curriculum (England, Wales and Northern Ireland)|National Curriculum]]. Subsequently, the [[Department for Education and Skills (United Kingdom)|Department for Education and Skills]] announced a review into early years reading, headed by Sir Jim Rose, former Director of Inspection for [[Ofsted]] (responsible for the education standards in the UK).<ref>{{cite web|url=https://www.gov.uk/government/organisations/ofsted|title=Ofsted|date=12 September 2023 }}</ref> The review, entitled [[Independent review of the teaching of early reading (Rose Report 2006)]], addresses the question of why children's reading and writing (especially for boys) have not been meeting expectations. Paragraph 3.25 of the Final Report states "This suggests that it is far more often the nature of the teaching than the nature of the child which determines success or failure in learning the 'basic' skills of reading and writing." It goes on to say it is not suggesting teachers are unable or unwilling to develop the required expertise, only that there has been systematic confusion and conflicting views about phonics. It also makes it clear that, when it comes to the wider knowledge and skills required for reading and writing, phonics work is "necessary but not sufficient".<ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, 2006, p 4|access-date=2020-05-25}}</ref> It concludes by suggesting the challenge will be resolved as research continues to support systematic phonics, and that teacher training and systematic phonics programs will produce "good results for children".<ref>{{cite journal|last1=Wyse|first1=Dominic |last2=Goswami |first2=Usha|title=Synthetic phonics and the teaching of reading|journal=British Educational Research Journal|volume=34 |issue=6|year=2008|pages=691–710 |issn=0141-1926 |doi=10.1080/01411920802268912|s2cid=1234369 }}</ref><ref>{{cite web |url=https://www.education.gov.uk/publications/eOrderingDownload/Primary_curriculum_Report.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://www.education.gov.uk/publications/eOrderingDownload/Primary_curriculum_Report.pdf |archive-date=2022-10-09 |url-status=live |title=Independent Review of the Primary Curriculum: Final Report }}</ref>

By November 2010, a government white paper contained plans to train all primary school teachers in phonics.<ref>{{cite news|url=https://www.telegraph.co.uk/education/educationnews/8147987/Education-White-Paper-key-points-explained.html|title=Education White Paper key points explained|publisher=The Daily Telegraph [Telegraph.co.uk]|access-date=20 November 2010|location=London|first=Nick|last=Collins|date=20 November 2010}}</ref> The 2013 curriculum<ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf|title=UK Primary National Curriculum, 2013}}</ref> has "statutory requirements" that, amongst other things, students in years one and two be capable in using systematic synthetic phonics in regards to Word Reading, Reading Comprehension, Fluency, and Writing. This includes having skills in "sound to graphemes", "decoding", and "blending". Following this, Ofsted updated their guidance for school inspectors in 2014 to include tips on how schools should teach reading with systematic phonics, including "Getting them Reading Early". It includes a description of the [[simple view of reading]] as ''the word recognition processes'' (recognizing the words on the page, free of context and using phonics) and the ''language recognition processes'' (understanding the meaning of the language). It also includes some videos to illustrate its principles.<ref>{{cite web|url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379489/Getting_20them_20reading_20early.doc|title=Getting them Reading Early, OFSTED, 2014}}</ref><ref>{{cite web|url=https://www.youtube.com/watch?v=5wGfNiweEkI |archive-url=https://ghostarchive.org/varchive/youtube/20211211/5wGfNiweEkI| archive-date=2021-12-11 |url-status=live|title=Synthetic Phonics, Mr. T's phonics, 2010|website=[[YouTube]]|date=19 September 2010 }}{{cbignore}}</ref>

In 2015, the Carter Review of Initial Teacher Training (published by the [[Department for Education]] calls for [[Evidence-based education|evidence-based teaching]] to be part of the framework for initial teacher training.<ref>{{cite web|url=https://www.gov.uk/government/publications/carter-review-of-initial-teacher-training|title=Carter review of initial teacher training, DFE, 21015-01-19}}</ref> It gives an example of a case study in which "trainees on the Early Reading placement are required to work alongside a literacy specialist to plan and teach a phonics lesson to a group, evaluate the lesson and deliver a second lesson in light of their evaluation".

The 2016 [[Progress in International Reading Literacy Study]] (PIRLS) awarded England its best results since the studies began in 2001. Nick Gibb attributes this success to the use of [[synthetic phonics|systematic synthetic phonics]].<ref>{{cite web
 | url =https://www.telegraph.co.uk/education/2017/12/04/phonics-revolution-reading-standards-england-best-generation/
 | title =Reading standards in England are best in a generation, new international test results show 
 | last =Turner
 | first =Camilla
 | date =4 December 2017
 | website =The Telegraph
 | access-date =11 December 2017
 | quote =The international study of nine to ten year-olds’ reading ability in 50 countries showed that England has risen to joint 8th place in 2016, thanks to a statistically significant rise in our average score }}</ref> In March of that year the Secretary of State for Education released a report entitled ''Educational Excellence Everywhere''. The report states that in 2010 33% percent of primary school students did not achieve the expected standard in reading, however "since the introduction of the phonics reading check in 2012", that number is down to 20%. The report goes on to say they still have much to do, particularly with students who are disadvantaged.<ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/508447/Educational_Excellence_Everywhere.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/508447/Educational_Excellence_Everywhere.pdf |archive-date=2022-10-09 |url-status=live|title=Educational Excellence Everywhere, pages 5-6, Department for Education, England, March 2016}}</ref><ref>{{cite web|url=https://www.ox.ac.uk/news/2017-12-07-england’s-students-rise-international-literacy-ranks|title=England's students rise up the international literacy ranks, University of Oxford, 2017-12-07|date=7 December 2017 }}</ref><ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664562/PIRLS_2016_National_Report_for_England-_BRANDED.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664562/PIRLS_2016_National_Report_for_England-_BRANDED.pdf |archive-date=2022-10-09 |url-status=live|title=Progress in International Reading Literacy Study (PIRLS): National Report for England, December 2017}}</ref> The phonics check involves pupils reading aloud 40 words (including 20 non-words). In 2016, 81 per cent of pupils reached the expected standard of 32 correct words – up from 77 per cent in 2015.<ref>{{cite web|url=https://www.tes.com/news/phonics-leads-easier-more-accurate-reading-new-research-finds|title=Phonics leads to easier, more accurate, reading, new research finds, TES.com|date=2017-04-20}}</ref>
 
In 2016 the London School of Economics published a paper supporting the teaching of synthetic phonics to disadvantaged children because it helps to close the literacy gap.<ref>{{Cite web |url=https://www.theguardian.com/education/2016/apr/25/phonics-method-helps-close-attainment-gap-study-finds|title=Phonics helps to close the attainment gap:The Guardian |website=[[TheGuardian.com]] |date=24 April 2016 }}</ref><ref>{{Cite web |url=http://cep.lse.ac.uk/pubs/download/dp1425.pdf |archive-url=https://ghostarchive.org/archive/20221009/http://cep.lse.ac.uk/pubs/download/dp1425.pdf |archive-date=2022-10-09 |url-status=live|title=Teaching to teach literacy}}</ref>

In 2018 Ofsted, as part of its curriculum research, has produced a YouTube video on Early Reading. It states "It is absolutely essential that every child master the phonic code as quickly as possible ... So, successful schools firstly teach phonics first, fast and furious."<ref>{{cite web| url=https://www.youtube.com/watch?v=jWQipfbc7fg&list=PLLq-zBnUkspPXjODb3PJ4gCqNc2LvfhSh&index=4  |archive-url=https://ghostarchive.org/varchive/youtube/20211211/jWQipfbc7fg| archive-date=2021-12-11 |url-status=live|title=YouTube video, Early Reading, Bradley Simmons, Regional Director, South West at Ofsted, UK, 2018 |website=[[YouTube]] |date=18 December 2018 }}{{cbignore}}</ref>

In January, 2019 Ofsted published a report entitled ''Education inspection framework: overview of research'' that further supports ''systematic synthetic phonics'' together with phonemic awareness, fluency, vocabulary and comprehension.<ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/813228/Research_for_EIF_framework_100619__16_.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/813228/Research_for_EIF_framework_100619__16_.pdf |archive-date=2022-10-09 |url-status=live|title=Education inspection framework: overview of research, page 19, Ofsted, January 2019, No. 180045}}</ref>

While there has been concern expressed about the phonics screening test at the end of year one, some report that phonics is especially valuable for poor readers and those without English as a first language.<ref>{{cite news|url=https://www.economist.com/britain/2019/07/18/how-phonics-took-over-english-schools|title=How phonics took over English schools, The Economist, 2019-07-18.|newspaper=The Economist|date=18 July 2019}}</ref>

Research published in 2022 by two [[University College London]] professors<ref>{{cite web |last1=Wyse |first1=Dominic |last2=Bradbury |first2=Alice |title=Phonics teaching in England needs to change – our new research points to a better approach |url=https://theconversation.com/phonics-teaching-in-england-needs-to-change-our-new-research-points-to-a-better-approach-172655 |website=The Conversation |date=19 January 2022 |access-date=15 March 2023}}</ref> does not recommend the sole use of phonics for developing children's literacy. Their work is backed up by a systematic review of 55 research papers. An article about the study, published in [[The Conversation (website)]] concludes: The approach to teaching reading in England means that children in England are unlikely to be learning to read as effectively as they should be. Teachers, children, and their parents need a more balanced approach to the teaching of reading. The actual research report describes ''balanced instruction'' as having a balance of teaching based on the use of whole text and the systematic teaching of the alphabetic code and other linguistic features.<ref>{{cite journal|last1=Wyse |first1=Dominic |last2=Bradbury |first2=Alice|title=Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading|journal=Review of Education |url=https://berajournals.onlinelibrary.wiley.com/doi/ftr/10.1002/rev3.3314|date=January 18, 2022|volume=10 |doi=10.1002/rev3.3314 }}</ref> In this way, the comprehension of written language is balanced with a range of skills and knowledge. The report places a great deal of emphasis on the [[PISA]] study which critics say is "fundamentally flawed" and failing in its mission.<ref name="Zhao, Y. 245–266"/><ref name="washingtonpost.com"/><ref name="theguardian.com"/><ref>{{cite book|title=Dire Straits: Education Reforms, Ideology, Vested Interests and Evidence|author1=Montserrat Gomendio |author2=José Ignacio Wert |doi=10.11647/OBP.0332|year=2023|isbn=978-1-80064-930-9 |s2cid=256890161 |doi-access=free }}</ref> The report also included an analyses of three Canadian provinces saying Canada, amongst English-dominant nations, is the strongest performer in PISA and [[PIRLS]]. In fact, the 2016 PIRLS report places Canada in 23rd place and England in 10th place.<ref>{{cite web|url=http://timssandpirls.bc.edu/pirls2016/international-results/wp-content/uploads/structure/PIRLS/3.-achievement-in-purposes-and-comprehension-processes/3_1_achievement-in-reading-purposes.pdf|title=PIRLS Exhibit 3.1: Achievement in Reading Purposes|year=2016}}</ref><ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664562/PIRLS_2016_National_Report_for_England-_BRANDED.pdf|title=Progress in International Reading Literacy Study (PIRLS): National Report for England, Government of UK|year=2017}}</ref>

====Northern Ireland====

In 2007 the Department of Education (DE) in [[Northern Ireland]] was required by law to teach children [[foundational skills]] in [[phonological awareness]] and the understanding "that words are made up of sounds and syllables and that sounds are represented by letters (phoneme/grapheme awareness)".<ref>{{cite web|url=http://www.legislation.gov.uk/nisr/2007/46/pdfs/nisr_20070046_en.pdf |archive-url=https://ghostarchive.org/archive/20221009/http://www.legislation.gov.uk/nisr/2007/46/pdfs/nisr_20070046_en.pdf |archive-date=2022-10-09 |url-status=live|title=Statute2007 No. 46, Northern Ireland, pgs. 4–6}}</ref>
In 2010 the DE went further by outlining a new strategy with standards requiring that teachers receive support in using [[evidence-based practices]] to teach literacy and numeracy. It outlined ten requirements, including a "systematic programme of high-quality phonics" that is explicit, structured, well-paced, interactive, engaging, and applied in a meaningful context.<ref>{{cite web|url=https://www.education-ni.gov.uk/sites/default/files/publications/de/count-read-succeed-a-strategy-to-improve-outcomes-in-literacy-and-numeracy.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://www.education-ni.gov.uk/sites/default/files/publications/de/count-read-succeed-a-strategy-to-improve-outcomes-in-literacy-and-numeracy.pdf |archive-date=2022-10-09 |url-status=live|title=Count Read: Succeed, pg 25, N. Ireland, 2010}}</ref>

In 2016, amongst 50 countries, Northern Ireland achieved the 7th highest score in Reading Literacy for students in their fourth year of school according to the [[Progress in International Reading Literacy Study]] (PIRLS).<ref>{{cite web|url=http://timssandpirls.bc.edu/pirls2016/international-results/pirls/student-achievement/pirls-achievement-results/|title=PIRLS reading achievement 2016}}</ref>

In 2018, in the PISA Reading Performance of 15-year-old students, Northern Ireland students achieved a score of 505 as compared to England at 507 and the OECD average of 487.<ref>{{cite web|url=https://www.education-ni.gov.uk/sites/default/files/publications/education/Achievement%20of%2015-year-old%20pupils%20in%20Northern%20Ireland%20PISA%202018%20National%20Report.PDF |archive-url=https://ghostarchive.org/archive/20221009/https://www.education-ni.gov.uk/sites/default/files/publications/education/Achievement%20of%2015-year-old%20pupils%20in%20Northern%20Ireland%20PISA%202018%20National%20Report.PDF |archive-date=2022-10-09 |url-status=live |title= Achievement of 15-year-old pupils in Northern Ireland: PISA 2018 National report}}</ref>

==== Scotland ====

Synthetic phonics in Scotland has its roots in the Clackmannanshire Report, a seven-year study that was published in 2005. It compared analytic Phonics with synthetic Phonics and advantaged students with disadvantaged children. The report found that, using synthetic phonics, children from lower socio-economic backgrounds performed at the same level as children from advantaged backgrounds in primary school (whereas with analytic phonics teaching, they did significantly less well.); and boys performed better than or as well as girls.<ref>{{Cite web |url=http://www.gov.scot/Publications/2005/02/20682/52383|archive-url=https://www.webarchive.org.uk/wayback/archive/20170701074158/http://www.gov.scot/Publications/2005/02/20682/52383|url-status=dead|archive-date=2017-07-01|title=Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk }}</ref>

A five-year follow-up of the study concluded that the beneficial effects were long-lasting, in fact the reading gains increased.<ref>{{cite web|url=https://dera.ioe.ac.uk/4938/1/nls_phonics0303rjohnston.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://dera.ioe.ac.uk/4938/1/nls_phonics0303rjohnston.pdf |archive-date=2022-10-09 |url-status=live|title=Accelerating Reading and Spelling with Synthetic Phonics: A Five Year Follow Up, Johnston & Watson}}</ref>

Subsequently, [[Education Scotland]] concluded that explicit, systematic phonics programs, usually embedded in a rich literacy environment, give an additional four months progress over other programs such as whole language, and are particularly beneficial for young learners (aged 4–7). There is evidence, though less secure, that synthetic phonics programs may be more beneficial than [[analytic phonics]] programs; however it is most important to teach systematically.<ref>{{Cite web|url=https://education.gov.scot/improvement/pages/EEF-Toolkit-Results.aspx?911459f09ef0012d8e7c32f03e32d003d881d45febd1eba332753219e922d8f5|title=National Improvement Hub:Phonics|access-date=2020-06-19|archive-date=2018-07-09|archive-url=https://web.archive.org/web/20180709011653/https://education.gov.scot/improvement/pages/EEF-Toolkit-Results.aspx?911459f09ef0012d8e7c32f03e32d003d881d45febd1eba332753219e922d8f5|url-status=dead}}</ref>

In the [[PISA]] 2018 reading results of 15-year-old students, Scotland's score was above average, 504 as compared to the [[OECD]] average of 487.<ref>{{cite journal|url=https://www.oecd-ilibrary.org/docserver/28450521-en.pdf?expires=1592595146&id=id&accname=guest&checksum=7B88AF82F7B774AD08D0C997C3CF5601|title=PISA results, 2018 Table 1.4.4|date=3 December 2019|doi=10.1787/28450521-en|s2cid=242908925}}</ref> Scotland does not participate in [[PIRLS]].