Stuart, M. (1999). RCT.
Synthetic phonics teaching improves reading and spelling in inner-city second language learners.
DfE Evidence paper: The Importance of Phonics: Securing Confident Reading
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
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)''
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''
Phonics:The Scientific Research Evidence.
Longitudinal Study of
the Effects on Reading and Spelling of a Synthetic Phonics and Systematic
Spelling and Grammar Program.
The Clackmannanshire study: A Seven Year Study of the Effects of
Synthetic Phonics Teaching on Reading and Spelling Attainment
Rhona Johnston's ppt. on the Clackmannanshire study
Fact and Fiction about the Clackmannanshire study.
2017. Phonics works.
New research suggests that sounding out words is the best way to
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.
Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls.
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
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.