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{{Short description|Teaching reading by blending and segmenting the sounds of the letters}}
{{For|other phonics approaches|Phonics}}
{{Reading}}
'''Synthetic phonics''', also known as ''blended phonics'' or ''inductive phonics'',<ref name="sedl">{{cite web |url=http://www.sedl.org/reading/framework/glossary.html |title=Glossary of Reading Terms - The Cognitive Foundations of Learning to Read: A Framework }}</ref> is a method of teaching English reading which first teaches letter-sounds (grapheme/phoneme correspondences) and then how to blend (synthesise) these sounds to achieve full pronunciation of whole words. 
{{toc limit|3}}
[[File:Paul Delaroche (1797-1856) - A Child Learning to Read - P358 - The Wallace Collection.jpg|thumb|upright=1.20|A Child Learning to Read, Paul Delaroche (1797–1856)]]

==Overview==

Synthetic phonics refers to a family of programmes which aim to teach reading and writing through the following methods:<ref name="phonicsplay Glossary">{{cite web |url=https://www.phonicsplay.co.uk/SubjectKnowledge.htm |title=Subject Knowledge: Glossary |accessdate=5 January 2018}}</ref>
* Teaching students the correspondence between ''written letters'' ([[graphemes]]) and ''speech sounds'' ([[phonemes]]), known as “grapheme/phoneme correspondences” or “GPCs” or simply “letter-sounds”. For example, the words ''me'' and ''pony'' have the same sound at the end, but use different letters.
* Teaching students to read words by ''blending'': identifying the graphemes (letters) in the word, recalling the corresponding phonemes (sounds), and saying the phonemes together to form the sound of the whole word.
* Teaching students to write words by ''segmenting'' spoken words: identifying the phonemes of the word, recalling the corresponding graphemes, then writing the graphemes together to form the written word.

Synthetic phonics programmes have some or all of the following characteristics:<ref name="vanderbilt Phonics">{{cite web |url=https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf |title=Literacy teaching guide: Phonics |access-date=2018-01-05 |archive-date=2018-01-06 |archive-url=https://web.archive.org/web/20180106071212/https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf |url-status=dead }}</ref>
* Teaching letter-sounds out of alphabetic order, following an order determined by the number of words that can be spelled with those letter-sounds at an early stage (e.g, more than 50 words can be spelled using only the most common sounds corresponding to s, a, t, i, p, n).
* Teaching the reading and writing of words in order of increasing irregularity, in other words teaching words which use typical letter-sounds first (e.g. ''fan'' and ''ape''), and teaching words with more unusual letter-sounds later (e.g. ''phone'' and ''eight'').

Synthetic phonics programmes ''do not'' have the following characteristics:
* Encouraging students to guess words from contextual clues (see [[whole language]] method). 
* Encouraging students to memorise the shape of words, to recall them by sight without first identifying the letter-sounds and blending them (see [[Look say]] method). 
* Teaching grapheme-phoneme correspondence on a "when needed" basis or as applied to particular groups of words, when these words arise in other forms of reading instruction (see ''embedded phonics'' in [[Whole language]]).

==Methodology==

Synthetic [[phonics]] teaches the [[phoneme]]s (sounds) associated with the [[grapheme]]s (letters) usually at the rate of three to six letter-sounds per week. The sounds are taught in isolation then blended together (i.e. synthesised), all-through-the-word. For example, learners might be taught a short [[vowel sound]] (e.g. ''a'' as in cat) in addition to some [[consonant]] sounds (e.g. ''s, t, p''). Then the learners are taught words with these sounds (e.g. sat, pat, tap, at). They are taught to pronounce each phoneme in a word, then to blend the phonemes together to form the word (e.g. ''s - a - t; "sat"''). Sounds are taught in all positions of the words, but the emphasis is on all-through-the-word segmenting and blending from week one. It does not teach whole words as shapes ([[Sight words|initial sight vocabulary]]) prior to learning the alphabetic code.

When learners can read enough words with letter-sounds they have learned, by saying the sounds and blending them, they are introduced to texts that include only words with those letter-sounds. These texts provide practice in word reading, increase confidence and reward effort.

Synthetic phonics develops [[phonemic awareness]] along with the corresponding letter shapes. It involves the learners rehearsing the writing of letter shapes, preferably with the tripod pencil grip, alongside learning the letter-sounds. [[Dictation (exercise)|Dictation]] is a frequent teaching technique from letter level to word spelling, and eventually extending to [[Written language|text]] level. Synthetic phonics does not teach letter names until the learners know common letter-sounds thoroughly and how to blend sounds for reading and [[segment (linguistics)|segment]] spoken words for spelling. Often when letter names are introduced it is through singing an alphabet song.

Synthetic phonics teaches phonics at the level of the individual phoneme from the outset; not [[syllable]]s and not [[Syllable onset#Onset|onset]] and [[Syllable rhyme|rime]]. Teachers are to put accuracy before speed, because [[fluency]] (i.e. speed, accuracy, expression) and comprehension will come with time.<ref>{{cite web |url=http://www.edu.gov.on.ca/eng/document/reports/reading/reading.pdf |title=Ontario Early Reading Strategy 2003 }}</ref>

Synthetic phonics involves the teaching of the transparent alphabet (e.g. ''c'' as in "cat") before progressing onto the opaque alphabet (e.g. ''ch'' as in "school"). In other words, learners are taught steps which are straightforward and 'work' before being taught the complications and variations of [[pronunciation]] and [[spelling]] of the full alphabetic code. It introduces exception words and 'tricky' words (words with letter-sounds that have not yet been taught or are unusual), after a thorough introduction of the transparent alphabet code (learning a common spelling for each of the 40 plus sounds of English and how to blend sounds for reading and segment spoken words for spelling). English has a surprisingly large number of words with unusual letter-sounds, often the most common words of all such as 'to', 'of', etc. They are taught slowly and systematically. Phonics application still works at least in part in such words.

Synthetic phonics involves a heavy emphasis on hearing the sounds all-through-the-word for spelling and not an emphasis on "look, cover, write, check".  This latter, visual form of spelling plays a larger part with unusual spellings and spelling variations although a phonemic procedure is always emphasised in spelling generally.

Teachers read aloud a full range of literature with the learners and ensure that all learners have a full range of experience of activities associated with literacy such as [[role play]], [[drama]], [[poetry]], but the learners are ''not'' expected to 'read' text with words they cannot read in or out of context, and the method does ''not'' involve guessing at words from context, picture or initial letter clues.

===Typical programme===
<!-- {{Globalize/UK|date=August 2010}} The whole article is for a UK view, the US view is linked to at the very top. -->
*learning letter sounds (as distinct from the letter names);
:For example, mmm not em, sss not ess, fff not ef. The letter names can be taught later but should not be taught in the early stages.
*learning the 40+ sounds of English and their common corresponding letters;

:'''The English Alphabet Code''' 'Key': 40+ phonemes with their common 'sound pattern' representations.<ref>{{cite web |url=http://www.rrf.org.uk/pdf/DH%20Alph%20Code%20with%20teaching%20points%20PLAIN%20A4x7-1%20final%20version.pdf |title=The English Alphabetic Code }}</ref> This is based on the typical British pronunciation. The number of the 40+ phonemes varies according to accent and analysis for some regions in the UK and for other English speaking countries, such as Australia, Canada and the United States. {{See also|Phonics#Alternative spellings of the sounds}}

::'''Vowels:'''
{{col-begin}}
{{col-2}}
::*''a'' {{pronunciation|A_-_Vowel_sound.ogg|listen|(|help=no}} - mat
::*''a-e'' - ape, baby, rain, tray, they, eight
::*''air'' - square, bear
::*''ar'' - jar, far
::*''e'' - peg, bread
::*''ee'' - sweet, me, beach, key, pony
::*''eer'' - deer, hear
::*''er'' - computer, doctor
::*''i'' - pig, wanted
::*''i-e'' - kite, wild, light, pie
::*''o'' - orange, quality
{{col-2}}
::*''oa'' - oak, rope, bow, piano
::*''oi'' - coin, boy
::*''oo'' - (short) book, would, put
::*''oo'' - (long) moon, crew, blue, fruit, few
::*''ow'' - down, house
::*''or'' - fork, ball, sauce, law,
::*''u'' - plug, glove
::*''ur'' - burn, teacher, work, first
::*''u-e'' - tune, unicorn, hue
::*''uh''{{pronunciation|Uh - Vowel Sound.ogg|listen|(|help=no}} - button, hidden
{{col-end}}

::'''Consonants:'''
{{col-begin}}
{{col-3}}
::*''b'' - boy, rabbit
::*''c / k'' - cat, key, duck, school, quit
::*''ch'' - chip, watch, statue
::*''d'' - dog, ladder
::*''f'' - fish, coffee, photo, tough
::*''g'' - gate, egg, ghost
::*''h'' - hat, whole
::*''j'' - jet, giant, cage, bridge
::*''k-s'' - box
{{col-3}}
::*''l'' - lip, bell, sample
::*''m'' - man, hammer, comb
::*''n'' - nut, dinner, knee, gnat
::*''ng'' - ring, singer
::*''p'' - pan, happy
::*''r'' - rat, cherry, write
::*''s / c'' - sun, dress, house, city, mice
::*''sh'' - ship, mission, station, chef
{{col-3}}
::*''t'' - tap, letter, debt
::*''th'' - thrush
::*''th'' - that
::*''v'' - vet, sleeve
::*''w'' - wet, wheel, queen
::*''y'' - yes, new
::*''z'' - zip, fizz, sneeze, is, cheese
::*''g-z'' - exist
::*''zh'' - treasure
{{col-end}}

==Systematic phonics==
[[File:REPORT OF THE NATIONAL READING PANEL (IA gov.gpo.fdsys.CHRG-106shrg66481).pdf|thumb|The National Reading Panel concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction.<ref>{{Cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, NICHD, p. 2-92}}</ref>]]
''Systematic phonics'' is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught ''explicitly'' and in a structured, systematic manner. They are ''systematic'' because the letters and the sounds they relate to are taught in a specific sequence, as opposed to incidentally or on a "when needed" basis.<ref>{{Cite web|url=https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf|title=Explaining Phonics Instruction, An Educator's Guide, International Literacy Association, p.1, 2018}}</ref>

The [[National Reading Panel]] (NRP) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. The NRP also found that systematic phonics instruction is effective (with varying degrees) when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better. It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.<ref>{{Cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, NICHD, p. 2-92 ... 2–96.}}</ref>

Systematic phonics does ''not'' include methods such as ''embedded phonics'' and ''phonics mini lessons'' which are found in [[Whole language|the ''Whole Language'' approach]] and the [[Balanced Literacy|''Balanced Literacy'' approach]].

Systematic phonics is sometimes mischaracterized as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text.<ref name="Ehri-Linnea C. 2020">{{cite journal|last=Ehri|first=Linnea C.|title=The science of learning to read words: A case for systematic phonics instruction|journal=Reading Research Quarterly|volume=55S1|issue=334|year=2020|page=S57|doi=10.1037/0022-0663.83.4.451}}</ref>

Phonics can be taught systematically in a variety of ways, such as: analogy phonics, analytic phonics, phonics through spelling, and synthetic phonics. However, their effectiveness vary considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the lesson plans, and the time devoted to specific instructions.<ref>{{Cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, Rose report, 2006, UK, p. 2–89|access-date=2021-01-15}}</ref>

Systematic phonics has gained increased acceptance in different parts of the world since the completion of three major studies into teaching reading; one in the US in 2000,<ref>{{Cite web|url=https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf|title=Complete report – National Reading Panel}}</ref><ref name="NICHD, 2006">{{Cite web |url=http://www.nichd.nih.gov/publications/nrp/findings.cfm |title=Findings and Determinations of the National Reading Panel by Topic Areas |work=NICHD Publications and Materials |url-status=dead |archive-url=https://web.archive.org/web/20080705194256/http://www.nichd.nih.gov/publications/nrp/findings.cfm |archive-date=2008-07-05 }}</ref> another in Australia in 2005,<ref name="Teaching Reading">{{Cite web |url=http://research.acer.edu.au/cgi/viewcontent.cgi?filename=2&article=1004&context=tll_misc&type=additional |title=Teaching Reading |format=PDF |work= Australian Government Department of Education, Science and Training. }}</ref> and the other in the UK in 2006.{{fact|date=May 2024}}

In 2009, the UK [[Department of Education]] published a curriculum review that added support for systematic phonics. In fact, systematic phonics in the UK is known as Synthetic phonics.<ref>{{Cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100205061400/http://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf|url-status=dead|archive-date=2010-02-05|title=Independent Review of the Primary Curriculum|access-date=2021-01-15}}</ref> It’s often referred to as ‘systematic’ synthetic phonics because children learn about the various sounds, spellings, and grapheme-phoneme correspondences (GPCs) in a structured manner.<ref>{{Cite web |date=2010 |title=What are Synthetic Phonics? |url=https://www.twinkl.jp/teaching-wiki/synthetic-phonics |access-date=12 June 2024 |website=Twinkl}}</ref>

Beginning as early as 2014, several states in the United States have changed their curriculum to include systematic phonics instruction in elementary school.<ref>{{Cite web|url=https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/8c/8cf4adf5/8cf4adf587da2b191c07b09831798d521bc05adc/FrameworkFINALJuly2015.pdf|title=English Language Development Framework for California Public Schools K–12|date=July 9, 2014|access-date=August 8, 2019|archive-date=October 9, 2022|archive-url=https://ghostarchive.org/archive/20221009/https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/8c/8cf4adf5/8cf4adf587da2b191c07b09831798d521bc05adc/FrameworkFINALJuly2015.pdf|url-status=dead}}</ref><ref>{{Cite web|url=http://www.nysed.gov/curriculum-instruction/english-language-arts-ela-literacy-standards|title=ELA Standards|website=New York State Education Department}}</ref><ref>{{Cite web|url=https://education.ohio.gov/Topics/Operating-Standards/Table-of-Contents/Instruction/Phonics|title=Rules for Phonics, Ohio, 2015}}</ref><ref name="1b">{{Cite web|url=http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|title=Reading Initiative for Student Excellence, arkansased.gov/divisions/learning-services, 2018|access-date=2019-05-15|archive-date=2019-07-30|archive-url=https://web.archive.org/web/20190730065851/http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|url-status=dead}}</ref>

In 2018, the State [[Government of Victoria]], Australia, published a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.<ref name="Effective Reading Instruction, Victoria, Australia">{{Cite web|url=https://www.education.vic.gov.au:443/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/effectivereading.aspx|title=Effective reading instruction|website=www.education.vic.gov.au}}</ref>

=== Analytic phonics and analogy phonics ===
{{Main|Analytic phonics}}

''[[Analytic phonics]]'' does not involve pronouncing individual sounds (phonemes) in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyse letter-sound relationships once the word is identified. For example, students might be asked to practice saying words with similar sounds such as ''b''all, ''b''at and ''b''ite. Furthermore, students are taught consonant blends (separate, adjacent consonants) as units, such as ''br'' in break and or ''shr'' in shrouds.<ref name=":3"/><ref>{{Cite web|url=https://www.ldaustralia.org/utgp.html|title=Understanding Terminology of Grammar and Phonics|access-date=2021-01-15|archive-date=2020-06-05|archive-url=https://web.archive.org/web/20200605124753/https://www.ldaustralia.org/utgp.html|url-status=dead}}</ref>

''Analogy phonics'' is a particular type of ''analytic phonics'' in which the teacher has students analyse phonic elements according to the speech sounds ([[Phonogram (linguistics)|phonogram]]s) in the word. For example, a type of phonogram (known in linguistics as a [[syllable rime|rime]]) is composed of the vowel and the consonant sounds that follow it (e.g. in the words ''cat, mat and sat,'' the rime is ''"at"''.) Teachers using the analogy method may have students memorize a bank of phonograms, such as ''-at'' or ''-am'', or use ''word families'' (e.g. c''an'', r''an'', m''an'', or m''ay'', pl''ay'', s''ay'').<ref name="Analogy based phonics, LD Online">{{Cite web|url=http://www.ldonline.org/glossary/Analogy-based_phonics|title=Analogy based phonics, LD Online|access-date=2021-01-15|archive-date=2021-04-17|archive-url=https://web.archive.org/web/20210417212110/http://www.ldonline.org/glossary/Analogy-based_phonics|url-status=dead}}</ref><ref name=":3">{{Cite web |url=https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel| pages= 2–89}}</ref><ref>{{cite web|url=https://www.readingrockets.org/article/meet-word-families|title=Meet the Word Families, Reading rockets}}</ref>

There have been studies on the effectiveness of instruction using analytic phonics vs. synthetic phonics. Johnston et al. (2012) conducted experimental research studies that tested the effectiveness of phonics learning instruction among 10-year-old boys and girls.<ref name=":2_2">{{Cite journal |last1=Johnston |first1=R. S |last2=McGeown |first2=S |last3=Watson |first3=J. E. |date=2012 |title=Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. |journal=Reading and Writing |volume=v25 n6 |issue=6 |pages=1365–1384 |doi=10.1007/s11145-011-9323-x |s2cid=55324494 |url=https://hull-repository.worktribe.com/file/464897/1/Long.pdf }}</ref>  They used  comparative data from the Clackmannanshire Report and chose 393 participants to compare synthetic phonics instruction and analytic phonics instruction.<ref name="auto6">{{Cite web |url=http://www.gov.scot/Publications/2005/02/20682/52383|archive-url=https://www.webarchive.org.uk/wayback/archive/20170701074158/http://www.gov.scot/Publications/2005/02/20682/52383|url-status=dead|archive-date=2017-07-01|title=Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk }}</ref><ref name=":2_2" />  The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. On the other hand, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. And, synthetic phonics did not lead to any impairment in the reading of irregular words.<ref name=":2_2" />

===Synthetic phonics===
Synthetic phonics uses the concept of 'synthesising', which means 'putting together' or 'blending'. Simply put, the sounds prompted by the letters are synthesised (put together or blended) to pronounce the word.

==Common terminology==
Some common terminology used within this article includes:
*''alphabetic code'' (in synthetic phonics): The relationship between sounds (phonemes) and the letter/s (graphemes) that represent them are referred to as a "code". For example, the sound ''ay'' can be represented in many ways ''(e.g. cake, may, they, eight, aid, break, etc.)''.<ref name="NELP 2009">{{cite web |url=http://lincs.ed.gov/publications/pdf/NELPReport09.pdf |title=Developing Early Literacy }}</ref> See also: [[Alphabetic principle]]
*''decoding skills'' (in phonics): Without the use of context, to pronounce and ''read'' words accurately by using the relationship between the letter(s) and the sounds they represent. (i.e. ''cat'' is ''k - a - t'', ''plough'' is ''p - l - ow'', and ''school'' is ''s - k - oo - l''. ''Encoding skills'' (i.e. ''spelling'') is the same process in reverse.<ref>{{cite web |url=http://www.aft.org/pdfs/americaneducator/springsummer1998/moats.pdf |title=Teaching Decoding 1998}}</ref>
*'''[[Direct instruction]]''' (also known as ''Explicit Instruction'' ): A teaching style that is characterized by "carefully designed instruction" that usually includes a fast pace, small steps, demonstrations, active participation, coaching, immediate correction, and positive feedback.<ref>{{cite web|url=http://www.dest.gov.au/nitl/documents/executive_summary.pdf |archive-url=https://web.archive.org/web/20110422080804/http://www.dest.gov.au/nitl/documents/executive_summary.pdf |archive-date=2011-04-22 |title=Executive Summary, Australian Government|page=85}}</ref>
*'''intensive instruction''': teaching or tutoring that include some of the following: more time; peer-assisted strategies; and instruction in small groups or one-on-one.<ref name="bestevidence 2010">{{cite web |url=http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf |title=Effective Programs for Struggling Readers 2010|page=209}}</ref>
*'''[[Supplemental Instruction|peer-assisted literacy strategies]]''': learners work in pairs (taking turns as teacher and learner) to learn a ''structured sequence'' of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling.<ref name="bestevidence 2009">{{cite web |url=http://www.bestevidence.org/word/begin_read_Jun_23_2009.pdf |title=Effective Programs for Struggling Readers 2009 |page=33 |access-date=2012-03-17 |archive-date=2020-02-15 |archive-url=https://web.archive.org/web/20200215062003/http://bestevidence.org/word/begin_read_Jun_23_2009.pdf |url-status=dead }}</ref>
*'''supportive instruction''': teaching or tutoring that supports the student both emotionally and cognitively. This includes encouragement, immediate feedback, positive reinforcement, and [[instructional scaffolding]] (i.e. clear structure, small steps, guiding with questions).<ref name="bestevidence 2010"/>

[[File:Children reading The Grinch.jpg|thumb|center|upright=1.5|Children reading The Grinch]]

==History==
The teaching of reading and writing has varied over the years from [[spelling]] and [[phonetic]] methods to the fashions for [[look-say]] and [[whole language]] methods. In America in the eighteenth century, [[Noah Webster]] introduced spelling approaches with syllabaries and in England the use of [[James Pitman]]'s [[Initial Teaching Alphabet]] was popular in the 1960s. Recently phonic methods have been revived.

===Australia===
In December 2005 the Department of Education, Science and Training of the Australian Government published a report entitled a National Inquiry into the Teaching of Reading.<ref name="dest AU Gov">{{cite web |url=http://www.dest.gov.au/nitl/documents/report_recommendations.pdf |title=Teaching Reading |work=Australian Government Department of Education, Science and Training. |url-status=dead |archive-url=https://web.archive.org/web/20110812024503/http://www.dest.gov.au/nitl/documents/report_recommendations.pdf |archive-date=2011-08-12 }}</ref> The report recommends direct and systematic instruction in phonics as the foundation of early reading instruction. It is not clear if all of the findings of the report are reflected in the [[Australian Curriculum]].<ref>{{ cite web|url=https://www.australiancurriculum.edu.au/f-10-curriculum/english/|title=Australian Curriculum, Australian Curriculum, Assessment and Reporting Authority (ACARA)}}</ref> The report was critiqued by Phillip Cormack,<ref>{{cite web |url=http://people.unisa.edu.au/phillip.cormack |title=Phillip Cormack, University of South Australia}}</ref> University of South Australia, who states that the key to success in a reading lesson is the relationship between the teacher, the child and the material to be read.<ref>{{cite web|url= https://www.researchgate.net/publication/225801934|title=Reading pedagogy, "Evidence" and education policy: Learning from history? - 2010 - Phillip Cormack}}</ref>

Some of the findings of the report are:

* Among the successful schools visited, there were a number of key similarities. Three of those similarities are:
:# a belief that each child can learn to read and write regardless of background;
:# an early, systematic, and "explicit" (i.e. specific and clear) teaching of phonics;
:#the phonics instruction was followed by "direct teaching".
* Students learn best from an approach that includes phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. (Executive Summary)
* A whole-language approach, "on its own, is not in the best interests of children, particularly those experiencing reading difficulties". (Pg. 12)
* Where there is unsystematic or no phonics instruction, children do not perform as well in such areas as reading accuracy, fluency, writing, spelling and comprehension. (Pg. 12)
* A recommendation that teachers provide "systematic, direct and explicit phonics instruction". (Pg. 14)

Dr Jennifer Buckingham,<ref>{{cite web|url=https://www.cis.org.au/experts/research-scholars/jennifer-buckingham/|title=Dr. Jennifer Buckingham|date=16 December 2019}}</ref> Senior Research Fellow, [[Centre for Independent Studies]], AU published a research brief in June 2018 explaining Systematic Synthetic Phonics and the evidence supporting it.<ref>{{cite web|url=https://fivefromfive.com.au/wp-content/uploads/2018/07/rb2.pdf|title=Five from Five Research Brief 2, Systematic Synthetic Phonics}}</ref>

As of October 5, 2018, The State [[Government of Victoria]], Australia, publishes a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.<ref name="Effective Reading Instruction, Victoria, Australia"/><ref name="Phonics, Victoria, Australia">{{cite web |url=https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusphonics.aspx|title=Phonics, The State Government of Victoria}}</ref><ref name="Sample Phonics Lessons, Victoria, Australia">{{cite web |url=https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/phonicslessons.aspx|title=Phonics lessons, The State Government of Victoria}}</ref> It contains elements of synthetic phonics, analytic phonics, and analogy phonics.

===Canada===

In Canada, public education is the responsibility of the Provincial and Territorial governments.  There is no evidence that ''systematic phonics (including synthetic phonics)'' has been specifically adopted by any of these jurisdictions.

On the one hand, the curriculum of all of the Canadian provinces include some of the following: phonics, [[phonological awareness]], segmenting and blending, decoding, [[phonemic awareness]], graphophonic cues, and letter-sound relationships.{{refn|Sources:<ref>{{cite web |url=https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/curriculum	|title=British Columbia Department of Education}}</ref><ref>{{cite web |url=https://www.alberta.ca/k-12-education.aspx	|title=Alberta Department of Education}}</ref><ref>{{cite web |url=https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=28	|title=Saskatchewan Department of Education}}</ref><ref>{{cite web |url=http://www.edu.gov.mb.ca/k12/cur/ela/docs/outcomes/index.html	|title=Manitoba Department of Education}}</ref><ref>{{cite web |url=http://www.edu.gov.on.ca/eng/curriculum/elementary/language.html|title=Ontario Department of Education}}</ref><ref>{{cite web |url=http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/educprg2001-051.pdf|title=Quebec Department of Education}}</ref><ref>{{cite web |url=http://www2.gnb.ca/content/gnb/en/departments/education/k12/content/anglophone_sector/curriculum_anglophone.html|title=New Brunswick Department of Education|date=2014-10-30}}</ref><ref>{{cite web |url=https://www.princeedwardisland.ca/en/information/education-early-learning-and-culture/language-arts-curriculum|title=Prince Edward Island Department of Education|date=2016-04-18}}</ref><ref>{{cite web |url=https://www.ednet.ns.ca/files/curriculum/2019%20English%20Language%20Arts%20P-6%20at%20a%20glance.pdf|title=Nova Scotia Department of Education}}</ref><ref>{{cite web|url=http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/index.html|title=Newfoundland and Labrador Department of Education|access-date=2018-04-30|archive-date=2018-04-30|archive-url=https://web.archive.org/web/20180430115327/http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/index.html|url-status=dead}}</ref>}}

On the other hand, some of the practices of whole language are evident, such as: "use language prediction skills to identify unknown words"; "using three cueing systems: meaning, structure, and visual"; "reading on, omitting words, rereading and making substitutions"; "predict on the basis of what makes sense"; and "a wide variety of sight words".

Yet, systematic phonics and synthetic phonics received attention in the following publications:

* In 2005 the Ministry of Education for the government of [[Ontario]] published a report entitled ''Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario and Early Math Strategy''.<ref>{{cite web |url=http://www.oafccd.com/documents/educationforall.pdf  |title=Early Reading Strategy - The Report of the Expert Panel on early Reading in Ontario}}</ref> The report states "This Expert Panel supports the position of the [[National Reading Panel]] (2000) that phonics instruction should be integrated into a comprehensive and balanced reading program. Instruction in phonics and decoding should not be conceived of as a total reading program, but neither should it be neglected." Pg 104
* The Canadian Language and Literacy Research Network published a report entitled Foundations for Literacy: An evidence-based Toolkit for the Effective Reading and Writing Teacher. It is a practical toolkit helping teachers to a) understand research in order to keep informed, b) understand how children develop reading and writing skills, and c) understand how to use effective instruction techniques. It also includes explanations of phonological awareness, phonemic awareness, the [[alphabetic principle]] (including systematic phonics and synthetic phonics instruction).<ref>{{cite web|url=https://www.idaontario.com/wp-content/uploads/2017/06/Hawkin-2008-Foundations-for-literacy-an-evidence-based-toolkit-for-the-effective-reading-and-writing-teacher.pdf|title=Foundations for literacy An evidence based toolkit for the effective reading and writing teacher, Canadian Language and Literacy Research Network, 2008}}</ref>
* In 2009, the Ministry of Education for the province of [[British Columbia]] posted a discussion paper on their Read Now website entitled ''Reading: Breaking Through the Barriers.''<ref>{{cite web |url=https://bccpac.bc.ca/upload/2016/05/reading_breaking_through_barriers.pdf|title=Reading: Breaking Through the Barriers A Discussion Guide }}</ref>  The paper states that explicit and synthetic phonics needs to be taught directly in the classroom because it works "for all students but are particularly helpful for students at risk for reading difficulty".  (Pg. 8) There appears to be no evidence, however, that systematic phonics (or synthetic phonics) is a part of the teaching pedagogy.
* In 2010, The Literacy and Numeracy Secretariat of Ontario, Canada, published a report entitled Capacity Building Series: Reading Fluency that offers practical strategies to teach reading comprehension. This includes Automaticity (the ability to automatically decode words), Phrasing (reading phrases not only words), and Expression (moving from a monotone delivery to a natural rise and fall in pitch, tone and rhythm). In the section about decoding it discusses the importance of Phonological Awareness (hearing words in sentences and individual sounds in words), Alphabetic Letter Knowledge (identifying, naming and writing letters), and the Alphabetic Principle (understanding that letters represent the sounds of spoke language). In the latter, in addition to other suggestions, it is emphasized that teaching should include instruction in segmenting and blending alongside the explicit teaching of letter sounds.<ref>{{cite web|url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/reading_fluency.pdf|title=Capacity Building Series: Reading Fluency, Literacy and Numeracy Secretariat, Ontario, Canada, March 2010}}</ref>
* Dr. Robert Savage, formerly of [[McGill University]] and now at [[UCL Institute of Education]], [[University College London]], concludes that, with respect to remedial programs, we should not wait for children to fail before using phonics programs. He also recommends the teaching of such skills as segmenting and blending alongside the [[Direct instruction|"explicit teaching"]] of letter sounds.<ref>{{cite web |url=http://www.literacyencyclopedia.ca/index.php?fa=items.show&topicId=247 |title=Word Reading Instruction Methods: The Evidence Concerning Phonics |date=10 December 2023 }}</ref>  He also says there is a need for more [[randomized controlled trial]]s in order to produce more definitive conclusions. In another report about effective early reading instruction and inclusion, Savage states that "a heavy and early structured approach to early reading intervention focused on mastering the use of the alphabetic principle to decode as a self-teaching mechanism is enough to allow many children to take off into reading without further focused support beyond good regular classroom teaching".<ref>{{cite web|url=https://www.researchgate.net/publication/228447158|title=Effective early reading instruction and inclusion: Some reflections on mutual dependence, Dr. Robert Savage, International Journal of Inclusive Education, 2006}}</ref>
* In 2011, Dr. Janette Pelletier, OISE, University of Toronto published a paper entitled Supporting Early Language and Literacy that outlines several key findings from early literacy research, including the importance of teaching [[phonological awareness]] and the "knowledge of letter names and letter-sound correspondences" also known as decoding.<ref>{{cite web |url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Early_Language.pdf|title=Supporting Early Language and Literacy, What works? Research into practice, Dr. Janette Pelletier OISE, University of Toronto, October 2011}}</ref>

In 2021, the province of New Brunswick introduced a new English Language Arts curriculum that includes phonological awareness, phonics, fluency, vocabulary and reading comprehension.<ref>{{cite web|url=https://www2.gnb.ca/content/gnb/en/departments/education/k12/content/anglophone_sector/curriculum_anglophone.html|title=Curriculum Development (Anglophone Sector), New Brunswick|date=2021}}</ref> Notably, the teaching of alphabetic skills based on the [[Reading#Science of reading|science of reading]] has replaced the use of various cueing systems and a variety of strategies to construct meaning from text.<ref>{{cite web|url=https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/English/reading-and-viewing-k-2-gco.pdf|title=GCO Amendment Rationale, NB curriculum}}</ref> It is not yet clear whether the teaching practices will lean towards synthetic phonics, or analytic phonics, or a combination of the two.

On January 27, 2022, the [[Ontario Human Rights Commission]] (OHRC) released a report on its public inquiry into the right to read.<ref>{{cite web|url=https://www.ohrc.on.ca/en/right-to-read-inquiry-report|title=Right to Read inquiry report|date=January 27, 2022}}</ref> The OHRC's report deals with all students, not just those with learning disabilities.<ref>{{cite web|url=https://www.ohrc.on.ca/en/right-to-read-inquiry-report/executive-summary|title=Executive summary, Right to Read inquiry report, OHRC|date=January 27, 2022}}</ref> The inquiry found that Ontario is not fulfilling its obligations to meet students' right to read. [[Ministry of Education (Ontario)|The Minister of Education for Ontario]] responded to this report by saying the government is taking immediate action to improve student literacy and making longer-term reforms to modernize the way reading is taught and assessed in schools, with a focus on phonics. Their plan includes "revising the elementary Language curriculum and the Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and [[Phonics#Teaching reading with phonics|systematic instruction]] and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by 2023."<ref>{{cite web|url=https://www.ohrc.on.ca/sites/default/files/Right%20to%20Read%20Min%20of%20Ed%20%20Response%20ENG.pdf|title=The Ministry of Education thanks the Ontario Human Rights Commission for its Right to Read Inquiry report|date=March 11, 2022}}</ref> It remains to be seen whether Ontario's curriculum will lean towards synthetic phonics, analytic phonics, or a combination of both.

===United Kingdom===
A review of the teaching of early reading was undertaken by Sir Jim Rose at the request of the [[Department for Education]].<ref>{{cite web |url=http://www.education.gov.uk/publications/eOrderingDownload/0201-2006pdf-EN-01.pdf |archive-url=http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/0201-2006pdf-EN-01.pdf |url-status=dead |archive-date=2013-04-01 |title=Independent review of the teaching of early reading |year=2006|access-date=2014-06-16}}</ref> While the report often uses the term "''Systematic'' Phonic work", it appears to support "''Synthetic'' Phonics" as evidenced in the Rose Review in 2006.<ref>{{cite web|url=https://www.education.gov.uk/publications/eOrderingDownload/Primary_curriculum_Report.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20130321050318/https://www.education.gov.uk/publications/eOrderingDownload/Primary_curriculum_Report.pdf|url-status=dead|archive-date=2013-03-21|title=Independent Review of the Primary Curriculum: Final Report (Rose report), 2006|access-date=2011-09-09}}</ref>  In fact, the Department of Education, England uses the term "systematic synthetic phonics". The following is a summary of the report's observations and recommendations concerning phonics:
#The skills of speaking, listening, reading and writing are used by (and are supported by) what it refers to as "high quality, systematic phonics".
#Young children should receive sufficient pre-reading instruction so they are able to start systematic phonics work "by the age of five".
#High quality phonics work should be taught as "the prime approach" to teaching reading, writing, and spelling.
#Phonics instruction should form a part of "a broad and rich language curriculum". Note: critics of this report point out that the report does not explain what they mean by this, nor does it offer any details on how to achieve this within the framework of synthetic phonics' instruction.

====Critics of the report====
* In a report dated April 2007,<ref name="Wyse, Styles, 2007">{{cite journal|last1=Wyse|first1=Dominic|last2=Styles|first2=Morag|title=Synthetic phonics and the teaching of reading: the debate surrounding England's ?Rose Report? |journal=Literacy |volume=41|issue=1 |year=2007|pages=35–42|issn=1741-4350|doi=10.1111/j.1467-9345.2007.00455.x |url=http://www.edalive.com/wp-content/uploads/2011/04/RoseEnquiryPhonicsPaperUKLA.pdf}}</ref> professors Dominic Wyse<ref name="Wyse, Goswami, 2008">{{cite journal|last1=Wyse|first1=Dominic |last2=Goswami |first2=Usha |title=Synthetic phonics and the teaching of reading|journal=British Educational Research Journal|volume=34|issue=6 |year=2008 |pages=691–710|issn=0141-1926|doi=10.1080/01411920802268912|s2cid=1234369 }}</ref><ref>{{cite web |url=http://www.ioe.ac.uk/staff/EYPE/59721.html |title=Professor Dominic Wyse |work=Institute of Education University of London |date=26 July 2018 }}</ref> and Morag Styles<ref>{{cite web |url=http://www.educ.cam.ac.uk/people/staff/styles/ |title= Morag Styles |work=Faculty of Education, University of Cambridge }}</ref> conclude that the evidence "supports" systematic phonics; however, the Rose Report's assertion that synthetic phonics should be the "preferred method" is "not supported by research evidence".  This criticism is based on the way the research was conducted and how the results were interpreted.<ref name="Wyse, Styles, 2007"/>
* In October 2011, The ''National Campaign for Real Nursery Education'' web site (U.K.) comments on the U.K. government's intent to impose a specific type of phonics teaching (i.e. systematic, synthetic phonics) in the nursery and reception years, and suggests that this decision was not supported by the "research evidence".<ref>{{cite web|url=http://www.ncne.co.uk/|title=National Campaign for Nursery Education and Childrens Rights and Needs|url-status=dead|archive-url=https://web.archive.org/web/20110919060517/http://www.ncne.co.uk/|archive-date=2011-09-19}}</ref>

====Developments following the Rose Report====

* Following the adoption of the phonics approach in its schools, the [[Department of Education]], England provided a great deal of online support for teachers wishing to learn more about effective phonics teaching strategies.<ref>{{cite web|url=https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study|title= National curriculum in England: English programmes of study}}</ref><ref>{{cite web|url=https://www.gov.uk/government/collections/phonics|title= Teaching phonics: information for schools|date= 3 May 2013}}</ref> In 2010, the U.K. Office for Standards in Education ([[Ofsted]]) released a report entitled Reading by Six - How the best schools do it.<ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/379093/Reading_20by_20six.pdf|title=Reading by Six - How the best schools do it, OFSTED, 2010}}</ref><ref>{{cite web|url=https://www.gov.uk/government/publications/reading-by-six-how-the-best-schools-do-it|title=Survey of primary schools showing how the best schools in England teach virtually every child to read, OFSTED, 2010}}</ref> It reported that twelve successful schools employed common methods of teaching reading using systematic phonics with features such as; having a clearly defined and incremental approach to the correspondence between the letters and the sounds; applying the blending of the sounds all through the word; and segmenting the phonemes (sounds) to spell the words.
* In March 2011 the Department of Education, England released its White paper entitled "The Importance of Teaching". In the Executive Summary, item 12 of the curriculum section states their commitment to support "systematic synthetic phonics, as the best method for teaching reading."<ref>{{cite web |url=http://www.education.gov.uk/schools/teachingandlearning/schoolswhitepaper/b0068570/the-importance-of-teaching/executive-summary/curriculum |title=Curriculum, assessment and qualifications (2012) |work=Department of Education, England }}</ref>
*As of 2013, all (local-authority-maintained) primary schools in England have a statutory requirement to teach synthetic phonics in years one and two. In addition, any pupil who is struggling to decode words properly by year three must "urgently" receive help through a "rigorous and systematic phonics programme".<ref>{{cite web|url=https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum|title=National curriculum in England primary|date=6 May 2015 }}</ref>
* In 2014 Ofsted updated their guidance for school inspectors to include practical tips on how schools should teach reading with systematic phonics, including "Getting them Reading Early". It describes "The [[simple view of reading]]" as the word recognition processes (recognizing the words on the page, free of context and using phonics) and the language recognition processes (understanding the meaning of the language). It also includes some videos to illustrate its principles.<ref>{{cite web|url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379489/Getting_20them_20reading_20early.doc|title=Getting them Reading Early, OFSTED, 2014}}</ref><ref>{{cite web|url=https://www.youtube.com/watch?v=5wGfNiweEkI |archive-url=https://ghostarchive.org/varchive/youtube/20211213/5wGfNiweEkI |archive-date=2021-12-13 |url-status=live|title=Synthetic Phonics, Mr. T's phonics, 2010|website=[[YouTube]]|date=19 September 2010 }}{{cbignore}}</ref>
* The [[Progress in International Reading Literacy Study]] (PIRLS 2016) report was released in December 2017. It reports on the reading abilities of students aged 9 and 10 in 50 countries, and shows that England has risen to Joint 8th place in 2016; its best since 2001. This confirms "that our approach is working", according to Minister Nick Gibb.<ref>{{cite news|url=https://www.telegraph.co.uk/education/2017/12/04/phonics-revolution-reading-standards-england-best-generation/ | title= Telegraph 2017/12/04}}</ref> PIRLS 2016 has a summary of England's Language/Reading Curriculum in the Fourth Grade that shows the increased emphasis on "phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent".<ref>{{cite web |url=http://timssandpirls.bc.edu/pirls2016/international-results/encyclopedia/countries/england/languagereading-curriculum-in-the-fourth-grade/ |title=England's language reading curriculum in the fourth grade}}</ref>
* In 2016 the London School of Economics published a paper that supports the teaching of synthetic phonics to disadvantaged children because it helps to close the literacy gap.<ref>{{Cite news |url=https://www.theguardian.com/education/2016/apr/25/phonics-method-helps-close-attainment-gap-study-finds|title=Phonics helps to close the attainment gap:The Guardian |newspaper=The Guardian |date=2016-04-24 |last1=Correspondent |first1=Sally Weale Education }}</ref><ref>{{Cite web |url=http://cep.lse.ac.uk/pubs/download/dp1425.pdf|title=Teaching to teach literacy}}</ref>
* Some critics continue to raise concerns about how Systematic Synthetic Phonics is being taught and assessed, and whether it puts too much emphasis on decoding at the expense of other factors such as vocabulary and "learning  to read".<ref>{{cite web|url=https://www.bera.ac.uk/blog/phonics-first-and-fast-but-at-what-cost|title=Phonics 'first and fast'… but at what cost, British Educational Research Association, 2018-10-29}}</ref>
* In 2018, Ofsted, as part of its curriculum research has produced a YouTube video on Early Reading. It states "It is absolutely essential that every child master the phonic code as quickly as possible ... So, successful schools firstly teach phonics first, fast and furious."<ref>{{cite web| url=https://www.youtube.com/watch?v=jWQipfbc7fg&list=PLLq-zBnUkspPXjODb3PJ4gCqNc2LvfhSh&index=4  |archive-url=https://ghostarchive.org/varchive/youtube/20211213/jWQipfbc7fg |archive-date=2021-12-13 |url-status=live|title=YouTube video, Early Reading, Bradley Simmons, Regional Director, South West at Ofsted, UK, 2018 |website=[[YouTube]] |date=18 December 2018 }}{{cbignore}}</ref> As of September, 2019, the Ofsted inspections will focus more on what is taught and how it is taught, and less on the test data.<ref>{{cite web|url=https://educationinspection.blog.gov.uk/2019/08/01/changes-to-the-way-ofsted-inspects-and-reports/|title=Changes to the way Ofsted inspects and reports, September 2019|date=August 2019 }}</ref><ref>{{cite web|url=https://www.gov.uk/government/publications/education-inspection-framework|title=Inspection Education Framework, 2019|date=14 July 2023 }}</ref>
* While there has been concern expressed about the phonics screening test at the end of year one, some report that phonics is especially valuable for poor readers and those without English as a first language.<ref>{{cite news|url=https://www.economist.com/britain/2019/07/18/how-phonics-took-over-english-schools|title=How phonics took over English schools, The Economist, 2019-07-18.|newspaper=The Economist|date=18 July 2019}}</ref> In January 2019 Ofsted published a report entitled ''Education inspection framework: overview of research'' that further supports ''systematic synthetic phonics'' together with phonemic awareness, fluency, vocabulary and comprehension.<ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/813228/Research_for_EIF_framework_100619__16_.pdf|title=Education inspection framework: overview of research, page 19, Ofsted, January 2019, No. 180045}}</ref>
* In January 2022, a report from [[University College London]] said that the current emphasis in English schools on synthetics phonics is not underpinned by the evidence. It says their analyses of the [[PISA]] data suggest that teaching reading in England has been less successful since the introduction of more emphasis on synthetic phonics, "although the correlations reported here require further research". In addition, statisticians from several universities question the validity of the PISA results.<ref>{{Cite web |url=http://www.tes.co.uk/article.aspx?storycode=6344672 |title=William Stewart, "Is Pisa fundamentally flawed?" ''Times Educational Supplement'', July 26, 2013. |access-date=26 July 2013 |archive-url=https://web.archive.org/web/20130823053048/http://www.tes.co.uk/article.aspx?storycode=6344672 |archive-date=23 August 2013 |url-status=dead}}</ref> The report also says "although there remains no doubt that phonics teaching in general is one important component in the teaching of reading, the research certainly does not suggest the complete exclusion of whole language teaching". It recommends that the national curriculum policy be changed and that the focus of political control over curriculum, pedagogy and assessment should be reevaluated.  The researchers were among 250 signatories to a letter to the education secretary calling on the government to allow for a wider range of approaches to teaching reading. A Department for Education spokesperson said "Since the introduction of the phonics screening check in 2012, the percentage of Year 1 pupils meeting the expected standard in reading has risen from 58% to 82%, with 92% of children achieving this standard by Year 2".<ref>{{cite journal|url=https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/rev3.3314|last1=Wyse|first1=Dominic|last2=Bradbury|first2=Alice|title=Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading|journal=Review of Education |publisher=British Educational Research Association|doi=10.1002/rev3.3314|date=January 18, 2022|volume=10 }}</ref><ref>{{cite web |last1=Weale |first1=Sally |title=Focus on phonics to teach reading is 'failing children', says landmark study 19 January 2022 |url=https://www.theguardian.com/education/2022/jan/19/focus-on-phonics-to-teach-reading-is-failing-children-says-landmark-study |website=Guardian |date=19 January 2022 |access-date=30 January 2022}}</ref><ref>{{cite web|url=https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2018/national-curriculum-assessments-at-key-stage-1-and-phonics-screening-checks-in-england-2018|title=National curriculum assessments at key stage 1 and phonics screening checks in England, 2018|date=October 25, 2019}}</ref>

====Scotland====
[[Education Scotland]] found that explicit, systematic phonics programmes, usually embedded in a rich literacy environment, give an additional four months progress over other programmes such as whole language, and are particularly beneficial for young learners (aged 4–7). There is evidence, though less secure, that synthetic phonics programmes may be more beneficial than [[analytic phonics]] programmes; however it is more important to systematically teach to the children's needs.<ref>{{Cite web|url=https://education.gov.scot/improvement/pages/EEF-Toolkit-Results.aspx?911459f09ef0012d8e7c32f03e32d003d881d45febd1eba332753219e922d8f5|title=National Improvement Hub:Phonics|access-date=2018-07-08|archive-date=2018-07-09|archive-url=https://web.archive.org/web/20180709011653/https://education.gov.scot/improvement/pages/EEF-Toolkit-Results.aspx?911459f09ef0012d8e7c32f03e32d003d881d45febd1eba332753219e922d8f5|url-status=dead}}</ref>

Synthetic phonics in Scotland has its roots in the Clackmannanshire Report, a seven-year study that was published in 2005. It compared analytic Phonics with synthetic Phonics and advantaged students with disadvantaged children. The report concluded that "the synthetic phonics programme led to children from lower socio-economic backgrounds performing at the same level as children from advantaged backgrounds for most of their time in primary school. It also led to boys performing better than or as well as girls."<ref>{{Cite web |url=http://www.gov.scot/Publications/2005/02/20682/52383|archive-url=https://www.webarchive.org.uk/wayback/archive/20170701074158/http://www.gov.scot/Publications/2005/02/20682/52383|url-status=dead|archive-date=2017-07-01|title=Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk }}</ref>

Critics of the report claim that the results were exaggerated and due to more than just synthetic phonics.<ref>{{Cite web |url=https://reclaimingschools.org/2016/06/04/the-scottish-phonics-miracle-myths-and-evidence/|title=The Scottish phonics miracle, myths and evidence|date=2016-06-04}}</ref>

A five-year follow-up of the study concluded that the beneficial effects were long-lasting, in fact the reading gains increased.<ref>{{cite web|url=https://dera.ioe.ac.uk/4938/1/nls_phonics0303rjohnston.pdf|title=Accelerating Reading and Spelling with Synthetic Phonics: A Five Year Follow Up, Johnston & Watson}}</ref>

===United States===
The United States has a long history of debate concerning the various methods used to teach reading, including [[phonics]]. In 1999, The [[Eunice Kennedy Shriver National Institute of Child Health and Human Development|National Institute of Child Health and Human Development]] (NICHD) appears to conclude that systematic phonics programs are "significantly more effective" than non-phonics programs. It also concludes that they found no significant difference between the different phonics approaches, while suggesting that more evidence may be required.<ref>{{cite web |url=http://www.nichd.nih.gov/publications/nrp/upload/ch2-II.pdf |title=Phonics Instruction |work=National Reading Panel }}</ref>

The NICHD has come out in support of phonics instruction. The institute conducts and supports research on all stages of human development. The institute conducted a [[meta-analysis]] and, in 2000 it published a report entitled ''Report of the [[National Reading Panel]]: Teaching Children to Read''.<ref name="nichd findings">{{cite web |url=http://www.nichd.nih.gov/publications/nrp/findings.cfm |title=Findings and Determinations of the National Reading Panel by Topic Areas |url-status=dead |archive-url=https://web.archive.org/web/20080705194256/http://www.nichd.nih.gov/publications/nrp/findings.cfm |archive-date=2008-07-05 }}</ref><ref>{{Cite web |url=https://www.nichd.nih.gov/news/releases/nrp|title=NICHD Archive January 2018, National Reading Panel Reports|date=13 April 2000 }}</ref><ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/Documents/PRFbooklet.pdf|title= Teacher's Guide, Put Reading First - K-3, NICHD, edpubs@inet.ed.gov }}</ref> Some ''findings and determinations'' of this report are:

*Teaching [[phonemic awareness]] (PA) to children was "highly effective" with a variety of children under a variety of conditions. (Note: Phonemic Awareness is the ability to manipulate sounds ([[phoneme]]s) in spoken [[syllable]]s and words. Phonemes are the smallest units of sounds comprising spoken language. For example, the words ''go'' and ''she'' each consist of two sounds or phonemes, ''g-o'' (IPA {{IPAc-en|g|,_|oʊ|}}) and ''sh-e'' (IPA {{IPAc-en|ʃ|,_|iː}}), respectively.
*Reading instruction that taught PA improved the children's reading ability significantly more than those that lacked this instruction.
*PA helped normally achieving children to spell but was not effective in helping disabled readers to spell better.
*"Systematic synthetic phonics" instruction had a positive and significant effect on helping disabled readers, low achieving students, and students with low socioeconomic status to read words more effectively than instruction methods that lacked this approach.
*Systematic Phonics instruction improved the ability of good readers to spell. Poor readers experienced a small improvement in spelling.

Other findings of this report are:

* Guided Oral Reading (reading out loud and receiving systematic and explicit feedback from a teacher) "had a significant and positive impact on word recognition, fluency, and comprehension".
* The value of Independent Silent Reading is unclear; however it is clear that it should not be the only type of reading instruction to develop fluency and other reading skills.
* Vocabulary, both oral and print, should be taught directly and indirectly because it leads to gains in comprehension.
* Teaching a combination of reading comprehension techniques is the most effective, however more research is needed to determine which techniques are the most effective.

In 2014 the [[California Department of Education]] stated "Ensuring that children know how to decode regularly spelled one-syllable words by mid-first grade is crucial". It goes on to say that "Children need to be phonemically aware (especially able to segment and blend phonemes)".<ref>{{cite web|url=https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter3.pdf|title= English–Language Arts, Transitional Kindergarten to Grade 1, California Public Schools}}</ref> The skills of segmenting and blending phonemes are a central aspect of synthetic phonics. In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words.<ref>{{cite web|url=https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter4.pdf|title= English–Language Arts, Pedagogy Grades Two and Three, California Public Schools}}</ref><ref>{{cite web|url=https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/8c/8cf4adf5/8cf4adf587da2b191c07b09831798d521bc05adc/FrameworkFINALJuly2015.pdf|title=English Language Development Framework for California Public Schools K-12, July 9, 2014|access-date=August 8, 2019|archive-date=October 9, 2022|archive-url=https://ghostarchive.org/archive/20221009/https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/8c/8cf4adf5/8cf4adf587da2b191c07b09831798d521bc05adc/FrameworkFINALJuly2015.pdf|url-status=dead}}</ref>

In 2015 the New York State Public School system began a process to revise its English Language Arts Learning Standards. The standards were revised in 2017 and call for teaching involving "reading or literacy experiences" as well as [[phonemic awareness]] from prekindergarten to grade 1 and phonics, word recognition, and word analysis skills in decoding words from grade 1 to grade 4. They will become effective at the beginning of the 2020-2021 school year.<ref>{{Cite web |url=https://www.engageny.org/next-generation-learning-standards|title=2015 New York State Next Generation Learning Standards}}</ref><ref>{{cite web|url=http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf|title=NY English Language Arts Learning Standards 2017}}</ref><ref>{{Cite web |url=http://www.nysed.gov/curriculum-instruction/english-language-arts-ela-literacy-standards|title=NY English Language Arts (ELA) & Literacy Standards, 2017}}</ref>

In 2015 the Ohio Legislature set minimum standards requiring the use of phonics as a technique in teaching reading. It includes guidelines for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension. The Ohio Department of Education has created a guidance manual for the year 2018–2019 that outlines the requirements for Researched-Based  Reading Instruction.<ref>{{Cite web |url=https://education.ohio.gov/Topics/Operating-Standards/Table-of-Contents/Instruction/Phonics|title=Rules for Phonics, Ohio}}</ref><ref>{{Cite web |url=http://education.ohio.gov/getattachment/Topics/Early-Learning/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-District-Resources/Approved-List-of-Research-Based-Reading-Instructio/Reading_Competencies.pdf.aspx|title=Reading Competencies, Ohio}}</ref><ref>{{Cite web |url=http://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-Teacher-Resources|title=Third grade reading guarantee, Ohio}}</ref><ref>{{Cite web |url=http://education.ohio.gov/getattachment/Topics/Early-Learning/Third-Grade-Reading-Guarantee/TGRG-Guidance-Manual.pdf.aspx|title=Third grade reading guarantee guidance manual, Ohio 2018-2019}}</ref> By 2019 the new curricula appears to be paying off. Edweek.org reported that one elementary school in Ohio found that "3rd grade test scores went from the worst in the district—44 percent proficient in 2016—to the best, 71 percent in 2019." They also say "Third grade reading proficiency districtwide moved from 53 percent in 2016 to 64 percent in 2019".<ref>{{cite news|url=https://www.edweek.org/ew/articles/2019/12/04/a-look-inside-one-classrooms-reading-overhaul.html|title=A Look Inside One Classroom's Reading Overhaul, EDweek.org December 3, 2019|website=[[Education Week]]|date=4 December 2019|last1=Gewertz|first1=Catherine}}</ref>

In 2016 the What Works Clearinghouse <ref>{{cite web|url=https://ies.ed.gov/ncee/wwc/|title=What Works Clearinghouse}}</ref> and the [[Institute of Education Sciences]], an independent and non-partisan arm of the [[U.S. Department of Education]], published an Educator's Practice Guide (with evidence) on Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade.<ref>{{cite web|url=https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_070516.pdf|title=What works clearinghouse: Educator's Practice Guide on Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, 2016, Institute of Education Sciences}}{{PD-notice}}</ref> It contains four recommendations to support reading: 1) Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge, 2) Develop awareness of the segments of sounds in speech and how they link to letters (phonemic awareness and phonics), 3) Teach students to decode words, analyze word parts, and write and recognize words (phonics and synthetic phonics), and 4) Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. Some universities have created additional material based on this guide <ref>{{cite web|url=https://www.youtube.com/watch?v=xdGMRJSEjzU |archive-url=https://ghostarchive.org/varchive/youtube/20211213/xdGMRJSEjzU |archive-date=2021-12-13 |url-status=live|title=Youtube, Overview of the Foundational Reading Skills Practice Guide and PLC Webinar, Florida State University, 2018|website=[[YouTube]]|date=June 2018 }}{{cbignore}}</ref><ref>{{cite web|url=https://place.fi.ncsu.edu/local/catalog/course.php?id=15&ref=1|title=Teaching Foundational Reading Skills MOOC-Ed, NC STATE COLLEGE OF EDUCATION}}</ref>

In 2018 The [[Association for Psychological Science]] published an article entitled ''Ending the Reading Wars: Reading Acquisition From Novice to Expert''. The purpose of the article is to fill the gap between the current research knowledge and the public understanding about how we learn to read, and to explain "why phonics instruction is so central to learning in a writing system such as English".<ref>{{cite journal |title=Ending the Reading Wars: Reading Acquisition From Novice to Expert, The Association for Psychological Science, 2018.|journal=Psychological Science in the Public Interest|volume=19|pages=5–51|doi=10.1177/1529100618772271|year=2018|last1=Castles|first1=Anne|last2=Rastle|first2=Kathleen|last3=Nation|first3=Kate|issue=1|pmid=29890888|doi-access=free}}</ref> It points out that if reading instruction relied only on the association between the printed word and meaning (as in Whole Language) it would require the memorization of thousands of individual words. Thus, "systematic phonics instruction should be viewed as a natural and logical consequence of the manner in which alphabetic writing systems represent spoken language". There is, however, still a debate as to which systematic phonics method is most effective, synthetic or analytic. The article also explains that despite the weight of evidence supporting systematic phonics, it has only been fully implemented in England. The United States does have [[Common Core State Standards Initiative]] that include recommendations for Print Concepts, Phonological Awareness, Phonics, and Fluency;<ref>{{cite web |url=http://www.corestandards.org/ELA-Literacy/RF/K/|title=Common Core State Standards Initiatives, English Language Arts Standards » Reading: Foundational Skills » Kindergarten}}</ref> however not all states have adopted these standards.

In 2018 the [[Arkansas Department of Education]], Literacy Support Unit, published a report about their new initiative known as R.I.S.E., Reading Initiative for Student Excellence, that was the result of The Right to Read Act, passed in 2017.<ref>{{cite web|url=http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|title=Reading Initiative for Student Excellence, arkansased.gov/divisions/learning-services, 2018|access-date=2019-05-15|archive-date=2019-07-30|archive-url=https://web.archive.org/web/20190730065851/http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|url-status=dead}}</ref><ref>{{cite web|url=http://www.arkansased.gov/public/userfiles/Learning_Services/RISE/RISE_Arkansas/RISE_Arkansas_2018_Report_REV2.pdf|title=A New Chapter for Arkansas Students, 2018 Report|access-date=2019-05-15|archive-date=2022-10-09|archive-url=https://ghostarchive.org/archive/20221009/http://www.arkansased.gov/public/userfiles/Learning_Services/RISE/RISE_Arkansas/RISE_Arkansas_2018_Report_REV2.pdf|url-status=dead}}</ref> This was inspired because, as of 2015, less than half of their students were reading at grade level, placing them in the bottom third of States in relation to national reading assessments.<ref>{{cite web|url=https://www.actaspire.org/|title=ACT Aspire, actaspire.org}}</ref> The first goal of this initiative is to provide educators with the in-depth knowledge and skills of "the science of reading" and evidence-based instructional strategies.<ref>{{cite web|url=http://dese.ade.arkansas.gov/public/userfiles/Learning_Services/RISE/SCIENCE_OF_READING.pdf|title=The Science of Reading, RISE, Arkansas|access-date=2020-03-11|archive-date=2022-10-09|archive-url=https://ghostarchive.org/archive/20221009/http://dese.ade.arkansas.gov/public/userfiles/Learning_Services/RISE/SCIENCE_OF_READING.pdf|url-status=dead}}</ref> This includes a change of focus to research-based instruction on phonological awareness, phonics, vocabulary, fluency, and comprehension. Specific requirements are that reading instruction be systematic and explicit, and include  decoding techniques.<ref>{{cite web|url=http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas/its-all-about-meaning|title=It's all About Meaning, arkansased.gov/divisions/learning-services, 2018|access-date=2019-05-15|archive-date=2019-07-30|archive-url=https://web.archive.org/web/20190730065926/http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas/its-all-about-meaning|url-status=dead}}</ref> Part of the instruction involves the use of a book and study guide entitled Essentials of Assessing, Preventing and Overcoming Reading Difficulties, by David Kilpatrick.<ref>{{Cite web|url=http://www.arkansased.gov/public/userfiles/Learning_Services/RISE/It_s_All_About_Meaning/Book_Study_Facilitator_Guide.pdf|title=Essentials of Assessing, Preventing and Overcoming Reading Difficulties, David Kilpatrick, cortland.edu, arkansased.gov/public/userfiles|access-date=2019-05-15|archive-date=2018-08-26|archive-url=https://web.archive.org/web/20180826210747/http://www.arkansased.gov/public/userfiles/Learning_Services/RISE/It_s_All_About_Meaning/Book_Study_Facilitator_Guide.pdf|url-status=dead}}</ref>

In 2019 the [[International Literacy Association]] released a report entitled Meeting the Challenges of Early Literacy Phonics Instruction <ref>{{cite web|url=https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-meeting-challenges-early-literacy-phonics-instruction.pdf|title=Meeting the challenges of early Literacy Phonics Instruction, International Literacy Association, 2019}}</ref> The report clearly supports the use of phonics instruction that is explicit and systematic, stating that "phonics instruction is helpful for all students, harmful for none, and crucial for some". It also offers an opinion on the ten most common causes of Phonics  Instructional Failure, namely: inadequate time devoted to mastering a new phonics skill such as blending (4–6 weeks recommended); lack of application to real reading instruction; inappropriate reading material to practice the skills; too much teacher instruction, and too little reading by the student; lost time during instructional transitions; the teacher's attitude and knowledge of phonics instructional material; lessons that are not fast-paced and rigorous; lack of assessments over an extended period of time; waiting too long to transition to multi-syllable words; and over emphasis of phonics drills at the expense of other aspects such as vocabulary.

==See also==
*[[Alphabetic principle]]
*[[American English]]
*[[Auditory processing disorder]]
*[[British English]]
*[[Reading]]
*[[Reading for special needs]]

:''Note: This article uses British [[Received Pronunciation]].''

==References==
{{Reflist|2}}

==Further reading==
*{{cite web |url=https://harvest.usask.ca/handle/10388/etd-09092009-101757 |title=A Behavioural and Neurobiological Investigation of Basic Reading Processes, J. Cummine, December 2009|date=September 2009 |last1=Cummine |first1=Jacqueline }}
*{{cite journal |vauthors=Borowsky R, Esopenko C, Cummine J, Sarty GE |title=Neural representations of visual words and objects: a functional MRI study on the modularity of reading and object processing |journal=Brain Topogr |volume=20 |issue=2 |pages=89–96 |year=2007 |pmid=17929158 |doi=10.1007/s10548-007-0034-1 |s2cid=1640138 |url=https://docs.google.com/file/d/1-uxIL6R11kzHn8T56IGOK1nMRs2jrx6B4jf8INoS01pef7T6PBSmmvaYUQ6W/edit?hl=en_GB&pli=1}}
*{{cite journal  |vauthors=Heim S, Tschierse J, Amunts K, etal |title=Cognitive subtypes of dyslexia |journal=[[Acta Neurobiol Exp]] |volume=68 |issue=1 |pages=73–82 |year=2008 |doi=10.55782/ane-2008-1674 |pmid=18389017 |s2cid=21021554 |doi-access=free }}
*{{cite journal |vauthors=Kendeou P, Savage R, van den Broek P |title=Revisiting the simple view of reading |journal=Br J Educ Psychol |volume=79 |issue=Pt 2 |pages=353–70 |date=June 2009 |pmid=19091164 |doi=10.1348/978185408X369020 }}
*{{cite journal |vauthors=Turkeltaub PE, Gareau L, Flowers DL, Zeffiro TA, Eden GF |title=Development of neural mechanisms for reading |journal=Nat. Neurosci. |volume=6 |issue=7 |pages=767–73 |date=July 2003 |pmid=12754516 |doi=10.1038/nn1065 |s2cid=1256871 |url=https://pubmed.ncbi.nlm.nih.gov/12754516/}}
*{{cite web|url=https://achievethecore.org/aligned/wp-content/uploads/2017/03/Why-a-Structured-Phonics-Program-is-Effective.pdf|title=Why a Structured Phonics Program is Effective, David Liben, Student Achievement Partners, David D. Paige, Bellarmine University}}
* {{cite web|url=http://ccbnational.net/MEC%20PDF/Articles/2014_-_The%20Potential%20Impact%20of%20Undiagnosed%20Vision%20Impairment%20on%20Reading.pdf|title=The Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School, International Journal of Disability, Development and Education, 2014}}
* {{cite news|url=https://www.theglobeandmail.com/news/national/the-proof-is-in-the-phonics/article727176/|title=The proof is in the phonics, Globe and Mail, Canada, April 23, 2018|website=[[The Globe and Mail]]|date=10 January 2006|last1=Wente|first1=Margaret}}
* {{cite news|url=https://www.edweek.org/tm/articles/2019/03/19/explicit-phonics-instruction-its-not-just-for.html?cmp=eml-enl-eu-mostpop&M=58919423&U=3233551&UUID=63df3173c001e0677f2eb3093f8125e6|title=Explicit Phonics Instruction: It's Not Just for Students With Dyslexia, Edweek.org, March 19,2019|website=[[Education Week]]|date=19 March 2019|last1=Redford|first1=Kyle}}
* {{cite web|url=https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading|title=At a Loss for Words: How a flawed idea is teaching millions of kids to be poor readers - APM Reports, August 22, 2019}}
*{{cite web|url=https://researched.org.uk/the-fight-for-phonics-in-early-years-reading/|title=The fight for phonics in early years reading, July 2018, Jennifer Buckingham, researched.org.uk|date=4 July 2018}}
*{{cite news |url=https://www.nytimes.com/2018/10/26/opinion/sunday/phonics-teaching-reading-wrong-way.html|title=NY Times Opinion, Why Are We Still Teaching Reading the Wrong Way?, October 26, 2018|website=[[The New York Times]]|date=26 October 2018|last1=Hanford|first1=Emily}}
*{{cite news|url=https://www.abc.net.au/news/2019-06-30/australian-phonics-war-on-how-to-teach-kids-to-read-rages-on/11258944|title=Reading wars rage again as Australian Government pushes to introduce phonics test, ABC.Net.AU, June 29, 2019|website=[[Australian Broadcasting Corporation]]|date=29 June 2019}}
*{{cite web|url=https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_070516.pdf|title= Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, WHAT WORKS CLEARINGHOUSE, US Department of Education 2016}}
*{{cite web|url=https://www.aft.org/ae/subject-index#subject-20|title= Articles on "Reading", American Educator, American Federation of Teachers|date= 5 October 2022}}
*[https://seidenbergreading.net Reading Matters: Connecting Science and Education, Mark Seidenberg]
*{{cite web|url=http://en.copian.ca/library/research/nsel/report/report.pdf|title=National Strategy for Early Literacy, The Canadian Language and Literacy Research Network, 2009}}

{{English dialects by continent}}
{{Language phonologies}}
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Return to Synthetic phonics.

Retrieved from "https://en.wikipedia.org/wiki/Synthetic_phonics"