25th September 2014
A recent phonics study published via Scotland.Gov.uk had some interesting findings on gender differences as well as some fantastic feedback from teachers.
The summary of the study stated;
- It was found that the girls showed a more positive attitude to reading than the boys,
and made more use of the public library, despite having lower word recognition skills
- No difference was found between boys and girls in the extent to which they read
fiction, contrary to the findings of an international study of 10 year olds in 35
- The teachers felt that reading, spelling and writing skills had been greatly accelerated
by the programme
- In terms of detecting children needing learning support, teachers reported that they
were now able to do this much earlier.
The teachers reported;
- We have found the synthetic approach very positive and effective. Our pupils in
P1-P3 continue to achieve steadily. We continue to review and monitor the learning
and teaching programme in this area and the support strategies that we have in
- Involvement with synthetic phonics was a professional ‘life-changing’ experience
that changed the teaching of English language in our school.
- Synthetic phonics has provided staff development opportunities alongside
curricular development and has empowered both teachers and pupils.
Synthetic phonics, effects of phonics, phonics studies,
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