'What To Do if Your Child Has Reading Difficulties'
http://www.channel4.com/culture/microsi ... elp_8.html
Ms Gross has put some very misleading information on that page.
The 2002 research review was carried out by Greg Brooks. Here is the report:There are a number of intervention programmes that have evidence of effectiveness behind them. Government commissioned a research report on the evidence for different interventions in 2002, with an update due to be published later this year. The research concluded that effective interventions could at least double children's normal rate of progress, and set out which interventions actually on average achieve this. They are:
Academy of Reading
Better Reading Partnership
Better Reading Partnership
Direct Phonics Literacy Acceleration
Fischer Family Trust Wave 3
Multisensory Teaching system for reading (MTSR)
Read Write Inc
Toe by Toe
http://www.dfes.gov.uk/research/data/up ... /RR380.pdf
If you look at the 25 programmes included in the ACTUAL report you’ll notice that not one synthetic phonic programme (apart from, possibly, **) was mentioned. In fact, two of the listed programmes, Reading Recovery and its cheaper copy, Catch Up, were investigated by the RRF and shown to be very far from satisfactory http://www.rrf.org.uk/newsletter.php?n_ID=185
If you examine Ms Gross’ list above, it appears that she has pulled some synthetic phonic programmes (Read Write Inc /Sound Discovery/ Sounds-Write…) out of the ether and added them to the 2002 report.
Could it be that it suddenly appears timely to put a ‘synthetic phonic gloss’ on all those whole–language interventions?
Putting the two very different types of programme together on the list will give some anxious and vulnerable parents the misleading impression that they are equally good. They are not. Putting struggling children through any whole-language intervention is adding insult to injury.
Parents who need help for their children’s reading difficulties should know that there ARE some genuine synthetic phonic intervention programmes. Besides being effective, these programmes are faster, cheaper to implement and fully compliant with the Rose review's advice on literacy intervention; '…effective intervention work should focus on the phonic skills children have already met in their mainstream classes but may need more help and time from skilled adults to strengthen and secure those aspects they had not first understood' (Rose 153) i.e. that intervention work should consist of more time and help using synthetic phonics, not something different. Rose’s advice was backed by the DCSF when it stated that, 'High-quality phonic work, as defined by the Rose review, should be a key feature of literacy provision in all the ‘waves’ of intervention'.
Genuine synthetic phonics programmes suitable for literacy intervention work are marked with a pink XX: http://www.aowm73.dsl.pipex.com/dyslexi ... her_10.htm