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Phonics Evidence
 

http://jolly2.s3.amazonaws.com/Research/Getting%20Ready%20for%20Reading.pdf
Stuart, M. (1999). RCT. Synthetic phonics teaching improves reading and spelling in inner-city second language learners.

http://media.education.gov.uk/assets/files/pdf/e/evidence%20paper%20-%20the%20importance%20of%20phonics.pdf
DfE Evidence paper: The Importance of Phonics: Securing Confident Reading

http://www.rrf.org.uk/pdf/Matched%20Funding%20Article-august%2011a%20_MG_.pdf
Empirical study using a synthetic phonics programme 'Sound Discovery' from YR-KS2 (700 children) ''dyslexia eliminated''

Sound~Write's longitudinal study of literacy development from 2003-2009, following 1607 pupils through KS1
http://www.sounds-write.co.uk/sites/soundswrite/uploads/files/42-sounds_write_research_report_2009.pdf

https://www.academia.edu/7182043/Synthetic_phonics_and_early_reading_development
Synthetic phonics and early reading development. ''A synthetic phonics approach may be particularly suitable for children starting school with weaker than average language skills (e.g., those from economically disadvantaged backgrounds)''

https://link.springer.com/article/10.1023/A:1011114724881
2001.''This study investigated whether two groups of 6-year-old beginning readers taught to read by a phonics and by a `book experience' non-phonics approach would differ in reading comprehension as well as the processes of word recognition. The two groups were matched for word recognition but despite this, the phonics taught children had higher reading comprehension''

www.rrf.org.uk/messageforum/viewtopic.php?t=1306
Synthetic Phonics:The Scientific Research Evidence.

http://www.speld-sa.org.au/images/Articles/speld%20sa%20longitudinal%20study%20interim%20report%20june%202012.pdf
Longitudinal Study of the Effects on Reading and Spelling of a Synthetic Phonics and Systematic Spelling and Grammar Program.

http://www.scotland.gov.uk/Publications/2005/02/20682/52383
The Clackmannanshire study: A Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment

http://www.rrf.org.uk/pdf/rhona_ppt.pdf
Rhona Johnston's ppt. on the Clackmannanshire study

http://www.rrf.org.uk/archive.php?n_ID=170&n_issueNumber=59
Fact and Fiction about the Clackmannanshire study.

http://www.mrc-cbu.cam.ac.uk/blog/2017/04/phonics-works-new-research-suggests-that-sounding-out-words-is-the-best-way-to-teach-reading/
2017. Phonics works. New research suggests that sounding out words is the best way to teach reading:
The paper describes how people who are taught the meanings of whole words don’t have any better reading comprehension skills than those who are primarily taught using phonics. In fact, those using phonics are just as good at comprehension, and are significantly better at reading aloud.

https://www.researchgate.net/publication/251371861_Long-term_effects_of_synthetic_versus_analytic_phonics_teaching_on_the_reading_and_spelling_ability_of_10_year_old_boys_and_girls
Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls.

http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0089900
Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials.''The results revealed that phonics instruction is not only the most frequently investigated treatment approach, but also the only approach whose efficacy on reading and spelling performance in children and adolescents with reading disabilities is statistically confirmed''

Three large-scale classroom research studies provide evidence about exactly which elements of instruction are effective, and which of those are not, when teaching children to read.
http://rrf.org.uk/archive.php?n_ID=34&n_issueNumber=46