%0 Journal Article
%A Harmey, S
%A Bodman, S
%D 2020
%F discovery:10103072
%J Journal of Reading Recovery
%N 2
%P 55-66
%T Learning Letter-Sound Relationships: Evidence and Practice
%U https://discovery.ucl.ac.uk/id/eprint/10103072/
%V 19
%X In this article, we explore recent research about phonics teaching, the interdependent  skills needed to access phonics teaching, and consider synergies between the findings from these  studies and Reading Recoveryâ teaching procedures. First, we set the scene by discussing  definitions and raise some issues regarding the efficacy of different ways of teaching phonics,  particularly in relation to Reading Recovery. Next, we review some recent research about the  role of phonics in learning to read and how it fits with Reading Recovery teaching procedures.  Two of these studies were conducted in the context of Reading Recovery. Finally, given that it  has been established that successful integration of Reading Recovery in a school (May, Sirinides,  Gray, & Goldsworthy, 2016) demands a collective understanding of the pedagogy of Reading  Recovery, we consider some of the current challenges in aligning classroom teaching of phonics  and Reading Recovery. We hope that providing a broad overview of the issues will facilitate  better professional conversations about the principles and practices of Reading Recovery and  build collective understanding of the role of phonics in learning to read.
%Z This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.