http://www.thelearningzoo.co.uk/2017/11 ... ight-song/
The petition process has been enlightening. It is normally supposed to take two weeks to go live for signatures; mine took six weeks and was conveniently published online at the start of the summer holidays. Two official submissions were received by the clerking team in support of the petition in July, but most people are unaware of this as they only appeared on the website recently. In terms of signatures, the petition received an underwhelming 282 – but many, many thanks if you were one of them. (Special thanks to my gran and our sheep shearer!). Encouragingly, signatures were also collected from several high-profile international experts, academics, and researchers in the field of reading including, but not limited to: Dr Jennifer Buckingham, Dr Kerry Hempenstall, Dr Sarah McGeown, Dr Molly de Lemos, Professor Kathy Rastle, Dr Linda Siegel, Professor Pamela Snow, The Right Honourable Robert W. Sweet Jr and Professor Kevin Wheldall – and even Sir Jim Rose himself.
IFERI committee member, Gordon Askew, will provide evidence alongside Anne and Dr Sarah McGeown:
Gordon Askew MBE, former independent Literacy and Phonics Adviser to the Department for Education for England (between April 2009 and March 2017)
Knowledge about the issues raised: Gordon Askew is an expert in literacy and phonics. He has built up this expertise during over 45 years’ experience in Primary Education (including 17 years as a Headteacher and roles as LA Adviser, University Lecturer and Ofsted Inspector). His work with the DfE has included: developing the Department’s ‘core criteria’ for effective systematic phonics teaching; evaluating materials for the DfE ‘Importance of Phonics’ catalogue; visiting schools to monitor provision and training in the teaching of reading; developing guidance around the Year One Phonics Screening Check. He was a direct contributor to the writing of the Primary English Programme of Study for the current National Curriculum for England. Gordon has a thorough knowledge of the research in this area and its implications and impact on policy, practice and attainment on a national level. Alongside his work in phonics, Gordon is a passionate promoter of high quality children's books and of enjoyment in reading. He currently writes the children's book blog magicfictionsincepotter.blogspot.com
Dr Sarah McGeown, Senior Lecturer in Developmental Psychology, Edinburgh University
Knowledge about issues raised: 12 years’ research experience in this area, with over 20 research papers, books and book chapters focusing on children's reading development, 10 specifically relating to phonics instruction and early reading acquisition. Extensive experience of providing initial teacher education and continuing professional development for teachers in Scotland.
Anne Glennie is a literacy consultant, author and trainer. To date, she has trained over 10,000 teachers in all aspects of literacy across Scotland. Anne is a founding committee member of IFERI—the International Foundation for Effective Reading Instruction, a member of the RRF (The Reading Reform Foundation) and is known for her thought-provoking education comment pieces.
Background Reading and Research
The research from Clackmannanshire on synthetic phonics by Watson and Johnston is world renowned and has been highly influential in the UK, in England particularly, where as a result of The Rose Review (Independent review of the teaching of early reading, Final Report, Jim Rose, March 2006) systematic synthetic phonics is now mandated as the way to teach beginning readers in schools. The longitudinal study by Watson and Johnston found that using systematic synthetic phonics from Primary 1, the impact was still apparent in Primary 7:
At the end of Primary 7, word reading was 3 years 6 months ahead of chronological age, spelling was 1 year 8 months ahead, and reading comprehension was 3.5 months ahead
“At the beginning of the programme some teachers had reservations: they ‘thought at first it was too quick and [they] worried about those [pupils] that could not cope’. However, having seen the impact on children’s learning, the teachers were wholly committed to the approach. One teacher said, 'I have never seen results like this in 30 years of teaching'. She went on to say that, as a result of following the programme, 'I am seeing Primary 3 quality in Primary 1’. In other words, the teacher considered that the children she was teaching in Primary 1 were working at the level of children two years older. Rose Review, Final Report, 2006, point 213
The effects of synthetic phonics teaching on reading and spelling attainment: A seven-year longitudinal study. Rhona Johnston and Joyce Watson (2005)
Independent review of the teaching of early reading, Final Report, Jim Rose (2006)
Follow-up Study from Reception to Year 1 (2010-2012) and Summary Report of an earlier Longitudinal Study (1997-2004) The Effects of a Systematic, Synthetic Phonics Programme on Reading and Spelling Dr Marlynne Grant (2012)
http://rrf.org.uk/pdf/Grant%20Follow-Up ... 0-2012.pdf