Abstract
Abstract • This paper argues that no single method of teaching children to read is superior to any other. Although research suggests that a systematic approach to phonics produces gains in word reading and spelling, there is no clear evidence that synthetic phonics is the most effective approach for supporting reading development. • We highlight the current policy allegiance to synthetic phonics in England. This approach is mandated in the teachers’ standards and the inspection framework for initial teacher education in England. • This attempt to regulate the way new teachers are prepared to support children’s reading development is extremely concerning, given the body of research which demonstrates that no single approach is necessarily more effective than another.
Highlights
This paper introduces the key training routes to becoming a qualified teacher in England
Throughout this paper we refer to preservice teachers as trainees. We recognize that this term may not be used elsewhere, it is used within England to refer to individuals who are enrolled on a programme of initial teacher training or education
The term “synthetic” is taken from the verb “to synthesize,” Synthetic phonics is concerned with the blending of the sounds that are represented by individual letters or groups of letters and merging these together sequentially for reading
Summary
This paper introduces the key training routes to becoming a qualified teacher in England. It provides brief information from the census data about trainee numbers. These include Initial Teacher Education (ITE) and Initial Teacher Training (ITT). Both terms are used interchangeably to refer to the training and/or education route which leads to qualification as a teacher in England. Key Stage 2 is used to refer to children in the junior phase of their primary education (7–11 years) These terms are used in England but may not be used elsewhere.
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