%D 2020
%L discovery10103072
%P 55-66
%T Learning Letter-Sound Relationships: Evidence and Practice
%O This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
%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.
%V 19
%A S Harmey
%A S Bodman
%N 2
%J Journal of Reading Recovery