The government is currently reviewing the national literacy strategy. Jim Rose brought out an interim report in December 2005 with a remit to review the teaching and learning of phonic work in early years settings and primary schools (Rose, 2005). In light of the forthcoming full report, The Department for Education and Skills commissioned the Universities of York and Sheffield to conduct a review on the use of phonics, ‘A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling’, (DfES, January 2006). Several randomized controlled trials were carried out on which their research was based and this report was an evaluation of their findings. Although these statistics form the basis of the report, it actually appears that very little randomized controlled trials have been executed. The report examines the effects of phonics on children’s reading capabilities and states that systematic phonics instruction within the broad curriculum did have a positive of effect on reading accuracy. In the reports conclusion however, it states that although there is an effect, this effect is moderate. The randomized controlled trials did not provide enough evidence in order to determine whether synthetic or analytic phonics were the most effective. Although the report focuses on the two types of phonics, the tests implemented did not seem to prove either one of these types educates more favourably over the other. In fact, the report seems to have a few discrepancies within its findings. It also states that the evidence obtained to analyse the use of systematic phonics instruction on reading comprehension was weak and it too therefore failed to find a significant difference which had been found in previous studies.
There are three types of research; critical, interpretive and normative. When researchers participate in the research it is critical research, and should they be personally involved, the research would be interpretive. The research implemented by the Department for Education and Skills is normative in type. The research is objective and the researchers have been brought in from outside to conduct the research. The research is intended to explain behaviour and to examine the effects phonics has on children’s learning abilities and therefore the effect phonics has within society. However, the review states that 20 randomised controlled trials were identified and only one of these was a UK-based experiment. It also confirms that of these twenty, four of them were including children up to aged 11. The report claims that systematic review methods were used throughout. It states that all relevant randomised controlled trials were included wherever possible. It would appear, therefore, that this is neither controlled nor widespread enough to give an accurate representation of the effects of phonics on children’s reading or spelling abilities.
Researchers have an important role to play and are interested in benefiting the system and gaining important data to enhance society. It must be noted, however, that some researchers conduct their investigation in order to further their own careers and to enhance their status (Coady, Cited in Mac Naughton 2005). Educational researchers may encounter many ethical concerns whilst conducting their investigations. Without prior indications, investigators may find that they have stumbled upon ethical issues previously unthought-of. Consideration must be given to this issue when analysing this paper published by the DfES. They have only used 20 controlled trials and only one of these is a UK based test. It does not state the backgrounds of the children and whether ethical issues have been deliberated. In order for this research to maintain its ethical stance, it is arguable that it needs to be perpetuated for a lengthier period of time and over a wider scale across the UK. It has been suggested that further large-scale comparative studies are required to compare the use of phonics and the most effective teaching methods. The Education and Skills Committee quoted that this research should be carried out by the DfES and should use control groups to also take into account teacher knowledge, ability, socio-economic background and gender (Education and Skills Committee, 2005).
Outside elements may also have had an affect on the tests which are outside the researchers’ abilities to authenticate. A school that encourages good communication between themselves and primary caregivers leads the way to strong developmental processes. Where parents engage actively in interactions between themselves and the teacher, an excellent foundation on which to base the child’s learning is provided. Parenting styles can be adapted and developed to work in partnership with the school. The morals, beliefs and expectations will be concurrent with one another and so the child will experience much less confusion. As a consequence the child is much more stable and open to cognitive development than if the parents and school worked to totally different standards and expectations. Skinner (1971) believes that behaviour is not something a child is born with, it is shaped by consequences. The conditioning adopted by the social setting determines the catalogue of behaviour the child has at his disposal (cited in Palmer 2001). Parents who work long hours may spend very little time with their children and find it difficult to find the time to co-operate or communicate with the school. The two settings may have totally opposing views to learning, behaviour and discipline. This can be very confusing to a child as he will have to adapt to each situation before his learning can even begin. If the child has to make these adjustments in his mind before he can begin his learning, it is believable therefore that the child may struggle more and his development could be hindered. It is not possible to determine whether these factors have been taken into consideration when this research has been undertaken. Although the groups in the randomised controlled trials were chosen judiciously, it is impracticable to verify the extent of support the children had from other sources.
Any existing research was painstakingly reviewed in order to compile this new report on the role of phonics. The majority of the reviewed studies were narrative reviews. This meant that they could be biased to the researchers predisposed ideas and opinions. Systematic research had also been undertaken and this too was scrupulously analysed. As afore mentioned by the writer, research should be self-correcting and from this previous systematic research, they were able to highlight any areas where errors could have occurred and then ensure that these errors were eradicated from their review wherever possible. In previous studies, some randomised controlled trials had counted groups of children more than once. The current review had to ensure that their research was controlled and accurate and in identifying errors in previous research, they were able to ensure that their work did not have its results made inaccurate by double counting control groups. After meticulously reviewing all previous studies, the researchers then had to ascertain their selection criteria for the trials they were to include in their own research. This started from a total of 6114 potentially relevant studies. These 6114 tests were screened using the inclusion criteria and were finally reduced to the more manageable 20 that were included in this review.
The conclusion confirms that phonics does seem to aid learning and help children progress at a greater rate than using the whole word approach. The review recommends that systematic phonics instruction should be included as part of every literacy teacher’s repertoire. It then arguably suggests that there is currently no strong evidence to determine how much systematic phonics is needed, or if it would be used to teach spelling as well as reading. Upon reading this report, the writer agrees with the recommendations for research, in that further UK-based randomised, controlled and systematic research is necessary in order to gain sufficient evidence to give a clear and accurate conclusion. Research should be self correcting and therefore the results from this research should indicate clearly what the next steps should be. From this review it is not clear what further steps need to be taken.
‘We live in a relative universe and …relativity seeks
adjustment; that adjustment is art; …the art of life lies
in a constant re-adjustment to one’s surroundings’
(Okakura, cited in Cohen, 2005)
Educational research does play a vital role within our society. Providing this research is accurate, controlled and regulated, it can give educators and governing bodies the platforms and foundations on which to base their curricula’s. It is with anticipation that the Jim Rose report is awaited and it will be interesting to observe how its results compare to that of the report reviewed by the writer in this works.
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Bibliography
Books
Cohen, L, Manion, L, Morrison, K (2003) Research Methods in Education, 5th Edition New York Taylor & Francis Routledge: London
Giddens, A (2001) Sociology 4th Edition Cambridge: Polity Press
Mac Naughton G, Rolfe, S A, Siraj-Blatchford, I (Eds) (2005) Doing Early Childhood Research: International Perspectives on Theory and Practice Open University Press: Berkshire
Palmer, J et al (2001) Fifty Major Thinkers on Education: from Confucius to Dewey New York: Routledge
Publications
DfES (January 2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling Brief No RR711
House of Commons Education and Skills Committee (2005) Teaching Children to Read The Stationary Office: London
Rose, J (2005) Independent Review of the Teaching of Early Reading, Interim Report Crown Copyright
Internet
Meta-analysis: the Analyses of Analyses
Accessed 8th March 2006
