I’ve now noticed something else in Dombey’s chapter in the ‘Reading the Evidence’ book: she misrepresents an article by Cunningham and Stanovich (American Educator, Spring/Summer 1998) by citing it as support for her statement that ‘Children who do not feel interested or involved, who respond in a p...

As I've said, what I've written her about this book doesn't really amount to a review. I've been googling to see if I can find reviews, but have had little success. I found this, however, in connection with a book launch organised by the Australian Literacy Educators' Association (ALEA): 'ALEA Perth...

I haven't read the whole thing yet, but I'm sure it's appropriate to say 'Take a bow, Sue Lloyd'!

Jenny C.

I hope many people will read the book themselves and not just take my word for what it says.

Jenny C.

Thanks, Debbie. What I've written doesn't really amount to a 'review' - all I've done is to pick out some points which strike me as particularly crucial for us at the present time.

Jenny C.

Re. people seeing only what they want to see: one of the things that has always irritated me about those who favour mixed methods or a whole language type of approach is that they predict that an early synthetic phonics approach will have a negative impact on children’s comprehension, enjoyment of r...

I’ve now read the whole of the Clark book: ‘Reading the Evidence: Synthetic Phonics and Literacy Learning’. I’d be interested in any comments from others who have read it. See also the thread headed ‘Recent blog-post by Greg Brooks’. Nick Gibb is repeatedly criticised in the book for his enthusiasm ...

The Clark book arrived today - I had already read what was available on line, but have so far read only the Brooks chapter and one other (Gardner) in the hard copy. I'll focus here on the Brooks chapter, in keeping with the title of this thread. 1. He writes that the 2006 Torgerson, Brooks and Hall ...

You beat me to it, Jim!

These results should give pause for thought to the critics who have been saying that harm rather than good has been done by more emphasis on phonics and by the Phonics Screening Check in particular.

Jenny C.

Thanks, John. The Brooks blog-post seems to be a potted version of a chapter by him in a new book edited by Margaret Clark (of 'Young Fluent Readers' fame). I've now ordered the book, so should soon be able to see what he and all the other contributors say.

Jenny C.

This blog post by Prof. Greg Brooks has appeared on the website of the Australian Association for Research in Education: http://www.aare.edu.au/blog/?p=2577 Below are some extracts with my comments in bold: So who needs to be taught phonics and when? Some children are enabled to bridge that gulf by ...

Just out:

https://www.gov.uk/government/uploads/s ... ssible.pdf

Jenny C.

It's excellent that Anne got such full coverage. Just a couple of small quibbles about the way certain things are stated by the writer of the article: 'All alphabetic languages are built of phonemes – the smallest units of sound in speech .....' It's not just alphabetic languages but ALL languages, ...

You can watch this morning's proceedings here:

https://www.scottishparliament.tv/meeti ... ber-9-2017

You need to fast-forward to about 10.17.

Well done to Anne and her team.

Jenny C.

Thanks for this, Jim Here's a link to the full report: https://educationendowmentfoundation.org.uk/public/files/Review_of_SES_and_Science_Learning_in_Formal_Educational_Settings.pdf I've read only the executive summary so far, and found this on p. 10: 'Literacy: in correlational studies of science l...