Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

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Debbie_Hepplewhite
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Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Thu Nov 02, 2017 9:32 pm

Founding committee member of IFERI, Anne Glennie, writes about being invited to give evidence for an official inquiry in Scotland following Anne's petition:

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

s.mcgeown@ed.ac.uk

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

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)

http://www.gov.scot/Resource/Doc/933/0044071.pdf

http://www.gov.scot/Resource/Doc/36496/0023582.pdf

Independent review of the teaching of early reading, Final Report, Jim Rose (2006)

http://dera.ioe.ac.uk/5551/2/report.pdf

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
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Debbie_Hepplewhite
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Re: Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Wed Nov 08, 2017 3:11 pm

A press release about the inquiry into literacy teaching in Holyrood:

Holyrood to hear bid to standardise literacy teaching

MSPs are set to consider a proposal to standardise literacy teaching so all schools offer the 'synthetic phonics' system of learning how to read.

Former teacher Anne Glennie, from the Hebrides, will present her petition to the Scottish Parliament's Public Petitions Committee tomorrow.

The technique requires pupils to sound out components of letters and words and was developed at St Andrews University in the 1990s.


https://www.holyrood.com/articles/news/ ... y-teaching

Glennie said despite the Scottish Survey of Literacy and Numeracy showing literacy rates in decline, ministers had shown "little interest in the evidence".

She added phonics should be part of teachers formal training.

"Systematic synthetic phonics works, for everyone, but especially for children from disadvantaged backgrounds," she said.

"If we are serious about closing the attainment gap, we cannot afford to ignore this any longer. When it comes to the teaching of beginning readers, we’re still doing what we did in the 70s – and it’s not working. Reading research has moved on; Scotland has not."

In a reply to Glennie, Education Secretary John Swinney said: “I am not convinced it would be helpful to prescribe one particular approach to teaching reading. It would also contradict the philosophy of Curriculum for Excellence, which empowers teachers to choose the methods best suited to each child.”


It's very worrying indeed when the Education Secretary John Swinney is unaware that the issue of reading instruction is far too important for teachers to 'choose' as it is evidence-informed. This evidence and the importance of the most effective teaching takes far greater precedence than teachers making their own choices.

The teaching profession, however, needs to be fully aware of the evidence and receive the essential knowledge and training - which is Anne Glennie's point!

Further, regardless of the children's individuality, Sir Jim Rose did well to point out that it is exactly the same alphabetic code and phonics skills they all need to learn.

With a body of international research findings and three major inquiries (the USA, Australia, England), it is extraordinary that John Swinney is not more knowledgeable about the range of issues relevant to this field to bring about literacy for all.
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Debbie_Hepplewhite
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Re: Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Wed Nov 08, 2017 3:33 pm

Official briefings and fact sheets for the inquiry:

http://www.parliament.scot/ResearchBrie ... -_1668.pdf
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Re: Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Thu Nov 09, 2017 10:58 am

I've now listened/watched the live streaming of the official inquiry.

Anne, Gordon and Sarah were absolutely fantastic.

And the committee responded appropriately and positively. They got it.

Fingers crossed for progress in Scotland. Watch the video from 10.17am (it is the second petition being considered).

https://www.scottishparliament.tv/meeti ... ber-9-2017

This inquiry is relevant to all countries teaching English for reading and writing.

Very well done, Anne, for initiating your petition in the first place. This could be a very important step for literacy for all in Scotland.
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Debbie_Hepplewhite
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Re: Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Fri Nov 10, 2017 12:32 pm

Here is a link to youtube - showing only the session where Anne, Gordon and Sarah gave evidence - please circulate:

https://www.youtube.com/watch?v=4mzciIZ ... e=youtu.be

This is a MUST WATCH video for wherever English is taught for reading and writing.
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Debbie_Hepplewhite
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Re: Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Fri Nov 10, 2017 12:57 pm

Another article about Anne's call for changes in teacher-training:

http://www.hebrides-news.com/modern-lit ... 91117.html

Island educationalist urges Scotland to update the way reading is taught in school
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Re: Scotland: IFERI committee members, Anne Glennie & Gordon Askew to present evidence

Postby Debbie_Hepplewhite » Thu May 31, 2018 12:29 am

Anne's article about her petition and the status quo in Scotland is published in the TESS - and Anne writes about this via her blog, The Learning Zoo:


http://www.thelearningzoo.co.uk/2017/12 ... ics-works/

TESS ARTICLE: DO I HAVE TO SPELL IT OUT? SYNTHETIC PHONICS WORKS

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