Harmey, S;
Bodman, S;
(2020)
Learning Letter-Sound Relationships: Evidence and Practice.
Journal of Reading Recovery
, 19
(2)
pp. 55-66.
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | Learning Letter-Sound Relationships: Evidence and Practice |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://readingrecovery.org/rrcna/journals/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10103072 |
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