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Johnston Rhona S. & Watson Joyce E. (2005). The effects of synthetic phonics teaching on reading and spelling attainment : a seven year longitudinal study. Scottish executive, Education department. En ligne : <http://www.scotland.gov ... e/Doc/36496/0023582.pdf>. 
Added by: Marie Gaussel (17 Oct 2007 15:29:33 Europe/Paris)
Resource type: Government Report/Documentation
BibTeX citation key: Johnston2005
Categories: General
Keywords: Écosse, lecture, pratique pédagogique
Creators: Johnston, Watson
Publisher: Scottish executive
Views: 970/3924
Views index: 41%
Popularity index: 10.25%
URLs     http://www.scotlan ... /36496/0023582.pdf
Abstract     
We report here a study of the effectiveness of a synthetic phonics programme in teaching reading and spelling. Around 300 children in Primary 1 were divided into three groups. One group learnt by the synthetic phonics method, one by the standard analytic phonics method,and one by an analytic phonics programme that included systematic phonemic awareness teaching without reference to print. At the end of the programme, the synthetic phonics taught group were reading and spelling 7 months ahead of chronological age. They read words around 7 months ahead of the other two groups, and were 8 to 9 months ahead in spelling. The other two groups then carried out the synthetic phonics programme, completing it by the end of Primary 1.
Overall we conclude that the synthetic phonics approach, as part of the reading curriculum, is more effective than the analytic phonics approach, even when it is supplemented with phonemic awareness training. It also led boys to reading words significantly better than girls, and there was a trend towards better spelling and reading comprehension. There is evidence that synthetic phonics is best taught at the beginning of Primary 1, as even by the end of the second year at school the children in the early synthetic phonics programme had better spelling ability, and the girls had significantly better reading ability."
Added by: Marie Gaussel  Last edited by: Marie Gaussel
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