A New UKLA report on teaching reading:
PRESS RELEASE!
In its business plan, published last week, the government included the target of promoting “systematic synthetic phonics in schools” to remedy low reading scores. The government is also planning to introduce “a simple reading test” for six-year-olds to help identify those who need extra help. This is likely to be a non-word reading test.
UKLA says Phonics is not enough!
In two new publications, available at www.ukla.org, UKLA argues that both moves are unhelpful and sets out a research-informed alternative approach.
In Teaching Reading: What the evidence says (foreword by Michael Rosen), Henrietta Dombey and colleagues in the UKLA and the International Reading Association draw on abundant evidence from both sides of the Atlantic to show that what actually works in the classroom is a more comprehensive, integrated and flexible approach.
An accompanying statement gives 5 clear reasons to show why a ‘non-word reading test’ would be unproductive.
- Download the report ‘Teaching Reading – what the evidence says’
- Download the accompanying statement ‘Non-word reading tests’
Both publications are available in printed form from UKLA for £5.
Publication date: 19th November, 2010
United Kingdom Literacy Association, University of Leicester, Leicester LE1 7RH
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