Page 8 - ELG2402 Feb Issue 488

RESEARCH NEWS .

Phonics and the battle for

literacy: experts cross pens

in the ‘Reading Wars’!

Should we be using phonics in the classroom?

Research editor, Gill Ragsdale weighs up the evidence...

Round 1: a closer look at the method when in fact this could
evidence not be concluded. Consequently,
A thorough 2020 review of both according to Bowers, these meta-
research meta-analyses and analyses were not able to conclude
English schools’ results found no overall that SP was definitely more
support for the use of systematic efficient as a method of reading
phonics being clearly superior instruction.
in teaching reading, according Further evidence used in
to Professor of Neuroscience at support of SP is the rise in
Bristol University, Jeffrey Bowers. England’s schools’ PSC scores and
Despite becoming a legal their ranking in an international
requirement across English state league table using the Program for
schools in 2007, the debate International Student Assessment
generally referred to as ‘the (PISA) scores.
Reading Wars’ still rages over To meet the required standard,
whether the use of systematic PSCs require children in year one
phonics (SP) in primary schools to initially respond accurately to
is really the most efficient way to 80% of a 32-item list, and it is
teach young children to read, as clear that scores have improved:
opposed to other alternatives such 58% of year one pupils met the
as the ‘whole language’ approach standard in 2012, rising to 82% in
focussing on the meaning of 2018. But did this translate into
words, supported by ad hoc use of better reading outcomes? Looking
phonics as deemed necessary. at SAT scores over this timeframe
Bowers’ review sought to showed no general relationship
evaluate previous research and between learning to use phonics
results afresh to determine and actual literacy.
whether claims that SP was the Looking at longer-term
best method of instruction were influences, English schools’
truly valid. Two approaches were PISA ranking did improve from
taken do this. Firstly, checking the fifteenth in 2006 to eighth in
analyses and conclusions from the 2016. Bowers points out that
existing 12 meta-analyses (each the ranking had previously been
one in itself an analysis and review higher – third in 2001 – and in an international ranking of analyses in his article, claiming that
of forgoing research) and secondly, that Northern Ireland’s schools
looking at schools’ Phonics consistently outrank England’s children’s enjoyment of reading, overall, ‘the evidence in favour
of systematic phonics instruction
England’s schools ranked thirty-
Screen Check (PSC) scores and despite no mention of SP in their
their relation to outcomes such as curriculum, which tends towards fourth, the lowest of all English- seems robust’.
However, when the debate
speaking countries.
schools’ Standardised Assessment mixed methods. Furthermore,
Tests (SATs) scores. when taking out the data from Round 2: a rebuttal depends on such nuanced
interpretation of statistical analyses,
A major recurring criticism of private schools, the ranking against doubt
the previous meta-analyses was that in 2016 drops from eighth to In 2023, Professor of Education at it could call into question just how
‘robust’ the evidence really is.
many studies did not actually test eleventh place. Sheffield University, Greg Brooks,
whether SP led to better outcomes, Overall, Bowers concluded disputed Bowers’ assertion Round 3: a counter-response
as they did not make the necessary that the issue is not whether SP is that there was no evidence of in defence of alternatives
comparisons, such as to an effective so much as whether it is systematic phonics being better Professor Bowers’ 2023 reply
appropriate alternative method and/ more effective than other methods, than other methods for teaching countered Brooks’ criticism of
or control. Furthermore, Bowers and consequently whether more literacy in primary schools. his 2020 paper that cast doubt
identified several cases where the time and funding could be used Brooks is a long-standing on the supremacy of systematic
statistical analyses may have been to look at these other options and advocate for SP and member phonics (SP) in teaching literacy.
poorly interpreted; for example, by make a fuller assessment. Most of several advisory groups on Bowers countered Brooks criticism
implying that the effect size of the troubling of all, given that a major education and literacy. Brooks took of his statistical reinterpretation
SP method could be distinguished criticism of SP is that it takes the particular issue with Bowers’ re- of previous meta-analyses and
as significantly larger than another joy out of learning to read, is that interpretation of four of the meta- also offered some further recent
8 February 2024