This article has now appeared:

https://amp.smh.com.au/politics/nsw/foc ... ssion=true

Jenny C.

Someone has now given the following link on Twitter:

http://howtoteachreading.org.uk/the-pho ... -in-irony/

The piece is a real tour de force - both funny and very hard-hitting.

Jenny C.

I hope this may be of interest

https://rrf.org.uk/2018/07/30/phonics-d ... enny-chew/

Jenny C.

For those not on Twitter, dozens of Twitter comments can be seen here:

https://twitter.com/hashtag/phonicsdeba ... =refgoogle

Jenny C.

This link should work:

https://www.youtube.com/watch?time_cont ... nUNsYfrxjY

Jenny C.

Oh dear - I wanted to watch the debate again but am now getting the message that the video has been removed by the user. I'll see if I can find another route to it.

Jenny C.``

This debate took place today: https://www.youtube.com/watch?v=PRE2OKL6EtY&app=desktop The preliminaries go on for about 45 minutes before the debate itself starts. The three speaking in favour of systematic synthetic phonics do an excellent job. I think the first questioner from the floor is right t...

Thanks for the Share extracts, maizie - he's always very good value. There’s also this 1990 article by Wimmer and Hummer: https://www.cambridge.org/core/journals/applied-psycholinguisticsarticle/how-germanspeaking-first-graders-read-and-spell-doubts-on-the-importance-of-the-logographic-stage/49B5D90...

I’m adding to this thread because I've just revisited a 1999 article by Henrietta Dombey, a contributor to Reading the Evidence . The article was in Literacy Today : Uta Frith has shown us that children go about the business of identifying new words in fundamentally different ways as they go through...

Prof. Rhona Johnston, the lead researcher in the Clackmannanshire studies, has done a re-analysis of data included in two existing meta-analyses and has shown problems with them or with the way they have been interpreted. She has given this to the RRF: http://rrf.org.uk/2018/06/17/examining-the-evid...

This is interesting: https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/GraphoGame_Rime.pdf See also this 2014 RRF thread, where Susan Godsland flagged up this study and various reservations were expressed about onset-rime theories: http://www.rrf.org.uk/messageforu...

It seems to me that Bowers and Bowers don’t reckon with the fact that real beginners know few if any letters, and recognise few if any words in their written form. Children really do need to start at the very beginning, and the examples that B. and B. give (‘do’- ’does’, ‘act’- ’action’- ’react’, ‘s...

Here are two new articles on morphology: http://journals.sagepub.com/doi/full/10.1177/1747021818759477 http://journals.sagepub.com/doi/full/10.1177/1747021818775053 I wrote to Jeff Bowers (Bristol) just over a year ago after reading another Bowers and Bowers article. I said that although I was very ...

I don't think it's a matter of children ALWAYS being dependent on a third party if they are taught analytic phonics - they obviously do need to get to the point of being able to work words out independently in due course. It's just that it's not clear how they manage it if they are not taught that w...

I, too, have always been in favour of incidental phonics teaching as well as planned systematic teaching. The drip-feeding of high-frequency ‘tricky’ words can lend itself to this, particularly if the teaching stresses the parts of these words which do and do not fit in with the phonics taught to da...