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Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review

Torgerson, Carole; Brooks, Greg; Gascoine, Louise; Higgins, Steve

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Authors

Greg Brooks



Abstract

Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international evidence have been undertaken, but to date they have not been systematically located, synthesised and quality appraised. This paper seeks to redress that gap in the literature. It outlines in detail the reading policy development, mainly in England, but with reference to international developments, in the last 10 years. It then reports the design and results of a systematic ‘tertiary’ review of all the relevant systematic reviews and meta-analyses in order to provide the most up-to-date overview of the results and quality of the research on phonics.

Citation

Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education, 34(2), 208-238. https://doi.org/10.1080/02671522.2017.1420816

Journal Article Type Article
Acceptance Date Dec 17, 2017
Online Publication Date Jan 2, 2018
Publication Date 2019
Deposit Date Feb 1, 2018
Publicly Available Date Jul 2, 2019
Journal Research Papers in Education
Print ISSN 0267-1522
Electronic ISSN 1470-1146
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 34
Issue 2
Pages 208-238
DOI https://doi.org/10.1080/02671522.2017.1420816

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