Mixed methods / Multi-cueing/ phonics check

[Susan Godsland]

August 2014

http://www.danielwillingham.com/1/post/ ... tries.html
Map of Europe showing % of errors in word reading at the end of first year of formal school, by country. 2003.
N.B Two cultural factors hugely influence the speed & ease of learning to read and spell a written language accurately: transparency of the language's spelling code (orthographic depth) + the teaching method used.

PIRLS international reading results: both orthographic depth and instruction method are important
http://www.danielwillingham.com/1/post/ ... alize.html

http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=45
The NLS Searchlight Reading Strategies

''£500m was spent on the National Literacy Strategy with almost no impact on reading levels''
Tymms &Merrell (2007) Standards and Quality in English Primary Schools Over Time: the national evidence
http://image.guardian.co.uk/sys-files/E ... ertime.pdf

http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=45
2001. Analytic phonics makes a come-back - but where is synthetic phonics?

http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=51
2004. Diane McGuinness: A Response to ‘Teaching Phonics in the National Literacy Strategy’

The Enemy Within:
http://ssphonix.blogspot.co.uk/2014/07/ ... ithin.html

The three cueing system in reading: will it ever go away?
http://nifdi.org/news-latest-2/blog-hem ... er-go-away

http://www.phonicsblog.co.uk/#/blog/456 ... ../6223512
Mike Lloyd-Jones blogs on the 2013 NFER report: ''But the report is also a warning of how far we still have to go to develop a teaching profession that, as a matter of course, has the understanding and the skills needed to teach reading properly''

Y1 Phonics Decoding Check ppt. with the facts
http://www.nonweiler.demon.co.uk/Y1_Phonics_Check.pdf

John Walker comments on the Journal of Research in Reading report on the phonics screening check:
http://literacyblog.blogspot.co.uk/2014 ... check.html

http://www.phonicsblog.co.uk/#/blog/456 ... ng/4091740
Word Guessing

http://www.phonicsblog.co.uk/#/blog/456 ... le/3749192
Substance not style

http://lincs.ed.gov/publications/pdf/St ... _Color.pdf
''Excluding students identified as “visual/kinesthetic” learners from effective phonics instruction is a bad instructional practice—bad because it is not only not research based, it is actually contradicted by research''(Stanovich p30)

http://www.phonicsblog.co.uk/#/blog/456 ... ds/7631625
Common Exception Words and the Muddle over Tricky Words

http://www.spelfabet.com.au/2013/02/100-first-words/
Teach 100 first spellings, not 100 first words.

http://www.syntheticphonics.com/pdf%20f ... ciples.pdf
What's the difference between synthetic and analytic phonics?

http://ssphonix.blogspot.co.uk/2014/06/ ... ening.html
Year 1 Phonics screening check
http://ssphonix.blogspot.co.uk/2014/06/ ... sense.html
2. Phonics screening -why read nonsense?
http://ssphonix.blogspot.co.uk/2014/06/ ... -next.html
3. Phonics screening -what next?

The Enemy Within:
http://ssphonix.blogspot.co.uk/2014/07/ ... ithin.html

http://ssphonix.blogspot.co.uk/2014/07/ ... ilure.html
A litany for failure. Reading practices that set up children to struggle:
''It is a dangerous fallacy to think that guessing at words from context helps developing readers to make meaning from text.''

http://www2.hull.ac.uk/science/pdf/johnston_etal.pdf
Long-term effects of synthetic v analytic phonics teaching on the reading and spelling ability of 10 yr old boys and girls

http://www.spelfabet.com.au/2014/01/balanced-literacy/
Balanced literacy / mixed methods teaching seen through the eyes of a beginning reader.

Maggie Snowling's et al study focused on the reliability and validity of the year one phonics screening check.
http://onlinelibrary.wiley.com/doi/10.1 ... 12029/full
''We have shown that the new phonics screening check is a **valid measure of phonic skills and is sensitive to identifying children at risk of reading difficulties. Its slight tendency to overestimate the prevalence of at-risk readers (as compared with standardised tests of reading accuracy and fluency) is arguably a favourable property for a screening instrument. We agree that early rigorous assessment of phonic skills is important for the timely identification of word reading difficulties''

http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=51
Illiterate boys: The new international phenomenon

Developmentalism. An obscure but pervasive restriction on educational improvement by J.E.Stone
http://www.societyforqualityeducation.o ... talism.pdf

Evidence-based practice in the classroom
http://nifdi.org/news-latest-2/blog-hem ... -classroom

Diane McGuinness comments http://www.syntheticphonics.com/article ... rticle.pdf on the review of the Research Literature on the use of Phonics in the Teaching of Reading and Spelling, by Brooks, Torgerson and Hall
https://www.education.gov.uk/publicatio ... /RB711.pdf

http://www.ednews.org/articles/abracadr ... magic.html
Abracadrabra phonics

Why do children need to be able to decode pseudo/nonsense words?
So that, along with reading any new words they come across, they can confidently read books by authors such as Roald Dahl and Lewis Carroll who often use nonsense words, of course! http://www.listsofnote.com/2012/02/gobblefunk.html

Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t:
http://www.edexcellencemedia.net/public ... ts2007.pdf

http://papers.ssrn.com/sol3/papers.cfm? ... _id=935776
Kenneth Anderson: The Reading Wars.

http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=48
Phonics and Book Bands.

http://www.danielwillingham.com/1/post/ ... ction.html
Daniel Willingham: Collateral damage of excessive reading comprehension strategy instruction

Nurture a Reader blog posting on leveled books
http://nurtureareader.blogspot.com/2010 ... books.html

http://www.coreknowledge.org/mimik/mimi ... honics.pdf
The case for decodable text.

www.rrf.org.uk/messageforum/viewtopic.php?t=1836
Goswami and the onset-rime theory

http://www.societyforqualityeducation.o ... itudes.pdf
Marilyn Jager Adams: ''In the world of practice, the widespread subscription to the belief system that the three-cueing diagram has come to represent has wreaked disaster on students and hardship on teachers''

http://www.ednews.org/articles/the-thre ... count.html
Hempenstall- Three Cueing System