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The Rose Review and its research base

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Title: The Rose Review and its research base


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The Rose Review and its research base
  • Morag Stuart

3
Aspect 1 of the remitWhat best practice should
be expected in the teaching of early reading and
synthetic phonics?
4
Report draws on
  • Research on the teaching of reading
  • Written evidence and oral accounts of effective
    practice
  • Papers submitted by respondents to the Education
    and Skills
  • Committee report
  • HMI survey
  • Ofsted reports and data
  • Visits by the review team
  • Early findings from the PNS Early Reading
    Development Pilot
  • Responses to the Review

5
Four recommendations re Aspect 1
  • The forthcoming EYFS and the renewed Primary
    National Strategy Framework for teaching literacy
    should provide, as a priority, clear guidance on
    developing childrens speaking and listening
    skills
  • High quality, systematic phonics work as defined
    by the review should be taught discretely. The
    knowledge, skills and understanding that
    constitute high quality phonic work should be
    taught as the prime approach in learning to
    decode (to read) and encode (to write/spell)
    print.

6
Four recommendations re Aspect 1
  • Phonic work should be set within a broad and rich
    language curriculum that takes full account of
    developing the four interdependent strands of
    language speaking, listening, reading and
    writing and enlarging childrens stock of words.
  • The Primary National Strategy should continue to
    exemplify quality first teaching, showing how
    robust assessment of childrens learning secures
    progression in phonic work and how literacy is
    developed across the curriculum from the
    Foundation Stage onwards.

7
Two controversial issues
  • The recommendation (in the annex to the review)
    that reliance on the Searchlights model of
    reading should give way to the principles
    embodied in the Simple View of reading.
  • The recommendation that systematic phonics
    teaching should conform to the major principles
    implemented in what has become known as
    synthetic phonics

8
The Simple View of Reading
9
The Simple View of Reading
10
The Simple View of Reading
We must first only teach children to recognise
words. Once they are fluent word readers we can
encourage them to understand what they read
11
The Simple View of Reading
Good language comprehension, poor word
recognition
Good word recognition, good language comprehension
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
12
Four predictions from the Simple View 1
  • Different skills and knowledge will contribute to
    performance in each dimension
  • Oakhill, Cain Bryant (2003)
  • Muter, Hulme, Snowling Stevenson (2004)

13
Four predictions from the Simple View 2
  • Factor analysis of data sets on different
    measures of reading will reveal more than one
    underlying factor.
  • Pazzaglia, Cornoldi and Tressoldi (1993)
  • Cornoldi Fattori, 1979
  • Nation and Snowling (1997

14
Four predictions from the Simple View 3
  • Dissociations in performance across the two
    dimensions
  • Good word recognition / impaired comprehension
  • Grigorenko, Klin Volmar, 2003 (review) Bishop
    Adams, 1990 Snowling Frith, 1986
    Pennington, Johnson Welch, 1987 Jackson,
    Donaldson Cleland, 1988 Stothard Hulme, 1992
    .
  • Good language comprehension / impaired word
    recognition
  • Spooner, Baddeley Gathercole (2004)
  • Catts, Adlof Weismer (2006)

15
Four predictions from the Simple View 4
  • Different use of context by skilled and less
    skilled readers
  • Less skilled readers rely more on context to aid
    word recognition
  • Briggs Underwood, 1986 Nation Snowling,
    1998 Perfetti, 1985 Pring Snowling, 1986
    Schwantes, 1985, 1991 Stanovich, West Feeman,
    1981
  • Skilled readers use context to aid comprehension
  • Baker Brown, 1984 Nation Snowling, 1998
    Stanovich Cunningham, 1991

16
The Simple View is only the beginning
  • Need to understand the complex processes involved
    in skilled word recognition and its development
    if we are going to enable children to read the
    words on the page
  • Need to understand the even more complex
    processes involved in language comprehension and
    how language comprehension can be developed in
    children if we are going to enable children to
    understand what they read.

17
Situating phonics within the Simple View
  • Phonic knowledge is essential to developing word
    recognition skills
  • Phonics teaching therefore is concerned with the
    word recognition dimension of reading
  • What do we know about skilled word recognition
    about the processes involved in reading and
    understanding the words on the page?
  • What do we know about how these processes
    develop?
  • What is the role of phonic knowledge (and hence,
    phonics teaching) in their development?

18
Skilled word recognition two major processing
models
  • The dual route cascade model
  • The triangle model
  • Two sets of processes involved
  • Phonological recoding processes
  • Orthographic- semantic processes

19
Dual route cascade and triangle models
20
Developing word recognition skills
  • Predictors of success
  • Phonological awareness
  • - especially phoneme awareness
  • Letter knowledge
  • - both letter name and letter sound knowledge
  • Understanding the alphabetic principle
  • Training studies
  • Training in phoneme awareness plus letter-sounds
    results in better word reading skills
  • Bradley Bryant (1983) Blachman, Ball, Black
    Tangel (1994) Byrne Fielding-Barnsley (1991,
    1993, 1995) Cunningham (1990) Hatcher, Hulme
    Ellis (1994) McGuiness, McGuiness Donohue
    (1995)

21
Knowledge and application of phonic rules
facilitates development of phonological recoding
processes
22
Knowledge and application of phonic rules also
facilitates development of orthographic/semantic
processes
23
Knowledge and application of phonic rules also
facilitates development of orthographic/semantic
processes
Two views Share self-teaching
hypothesis Ehri partial alphabetic phase
24
Self-teaching hypothesis
  • If children can apply their phonic knowledge to
    read unfamiliar words, they will build a store of
    spelling patterns of familiar words linked to
    their meanings more quickly, because
    left-to-right decoding of each grapheme forces
    attention sequentially on to each letter of the
    unfamiliar word, increasing likelihood that child
    will remember it accurately.
  • Evidence consistent with this hypothesis
  • Bowey Miller (2007)
  • Bowey Muller (2005)
  • Cunningham, Perry, Stanovich Share (2002)
  • Kyte Johnson (2006)
  • Nation, Angell Castles (2007)
  • Share (1999)

25
Partial alphabetic phase
rain
orthography
r n
phonology
/reI n/
drops of water falling from the sky
26
Evidence consistent with Ehris hypothesis
  • Storage of boundary letters
  • Dixon, Stuart, Masterson (2002)
  • Savage, Stuart, Hill (2001)
  • Stuart. Coltheart, (1988).
  • National Reading Panel findings
  • Systematic phonics programs significantly more
    effective than non-systematic or no phonics
    programs
  • Systematic phonics programs significantly more
    effective when given in kindergarten or first
    grade
  • Systematic phonics programs led to better reading
    comprehension in younger children

27
Does systematic entail synthetic?
  • NRP report distinguished synthetic, large
    unit and miscellaneous systematic phonics
    programs.
  • Synthetic as defined in Rose Review
  • mean effect size d .45
  • Large unit onset-rime, phonograms, spelling
    patterns
  • mean effect size d .34
  • Miscellaneous programs that did not fit either
    of above categories
  • mean effect size d .27
  • No significant difference in mean effect size of
    different types of program

28
Rose Review, p.15, para 31.
  • Research, inspection and leading edge work of
    settings and schools may inform best practice.
    However, findings from different research
    programmes are sometimes contradictory or
    inconclusive, and often call for further studies
    to test tentative findings. While robust research
    findings must not be ignored, developers of
    national strategies, much less schools and
    settings, cannot always wait for the results of
    long-term research studies. They must take
    decisions, based on as much firm evidence as is
    available from a range of sources at the time,
    especially from replicable and sustainable best
    practice

29
What is analytic phonics?
  • As defined by Johnston Watson
  • Analytic phonics teaching starts at the whole
    word level. Typically, children are taught one
    letter sound per week, and are shown a series of
    alliterative pictures and words which start with
    that sound e.g. car, cat, candle, cake, castle,
    caterpillar. When the 26 initial letter sounds
    have been taught in this way, children are
    introduced to middle sounds e.g. cat, bag, rag
    etc., and final sounds, e.g. nap, cup, pip etc.
  • But
  • Also frequently understood as, or confused with,
    large unit (onset-rime, analogy) phonics
  • And
  • Much of the opposition to the Rose Review
    recommendation that systematic phonics teaching
    should adopt the principles and practices of
    synthetic phonics comes from advocates of
    large-unit, onset-rime phonics

30
Why onset-rime phonics?
  • Claim that English is more consistent at the
    onset-rime than the grapheme-phoneme level
  • Consistency leads to swifter mastery of word
    reading skills

31
Why onset-rime phonics?
  • The argument that onset-rime phonics teaching
    should lead to faster acquisition of word reading
    skills depends crucially on the following issues
  • That English is indeed impossibly inconsistent at
    the level of GPCs
  • That there is indeed increased consistency of
    pronunciation in rime units than in GPCs
  • That children have sufficient repeated experience
    of rime units to notice and use this increased
    consistency

32
GPC consistency in English
  • Following an analysis of all the English
    monosyllables in the MRC database, Coltheart
    estimates that over 75 of these can be correctly
    decoded by application of GPC rules i.e.
    English monosyllables are not particularly
    inconsistent.
  • But, how many GPC rules are needed to decode
    English words?

33
GPC rules in English
  • Gontijo et al, (2003)
  • Analysed word tokens in Celex database.
  • Identified195 unique graphemes in English.
  • 461 GPC rules allow correct pronunciation of all
    words in the database.
  • 103 of these 195 graphemes have a single
    pronunciation i.e. 53 of English graphemes are
    always pronounced in the same way.
  • A further 64 of the 195 (33) have one
    pronunciation that is overwhelmingly more
    frequent than any of the alternatives.
  • There are 28 graphemes for which this is not the
    case.
  • That is, most of the irregularity in English is
    carried by 28 of the 195 graphemes (14).

34
Rime consistency in English
  • Treiman, Mullenix, Bijeljac-Babic
    Richmond-Welty (1995)
  • More consistency in English orthography if words
    are analysed into onsets and rimes. Final
    consonant of rime helps to determine vowel
    pronunciation.
  • Claim is based in analysis of only 1329
    monosyllabic CVC words in the Merriam-Webster
    Pocket Dictionary (a US dictionary for adults).
  • Ziegler Goswami (2006)
  • 3000 most frequent monosyllables in English
    contain 600 different rime patterns.
  • Vousden (in press)
  • 7,197 monosyllables from CELEX database
  • 16 onsets inconsistent
  • 18 rimes inconsistent

35
Productivity of rime units
  • Stuart, Masterson, Dixon Gray (2003).
  • Database of vocabulary in books read by children
    in KS1
  • Monosyllables in 300 most frequent words
    contained 89 different rimes
  • 54 (61) appeared once only
  • 26 (29) appeared twice only
  • 9 (10) appeared from 3-5 times
  • Replicated this in in extended version of
    database
  • Interactive and available on
  • http//www.essex.ac.uk/psychology/cpwd

36
Relative productivity of words, rime units and
GPCs
  • Vousden (in press)
  • Knowledge of 100 most frequent multisyllabic
    words ? 56.7 of text is readable.
  • Knowledge of even a large number of rime mappings
    alone will only allow about 3 of all text to be
    read
  • i.e. need to learn onsets too, which are GPCs
  • 312 GPCs recorded in 7195 monosyllables in CELEX
    database 72 (23) graphemes were inconsistent.
  • Knowledge of 50 GPCs allows 47.7 of
    monosyllables to be read.
  • Concludes
  • as vocabulary increases more text can be read by
    GPC mappings than by either whole word or onset
    and rime mappings

37
Research base of the Rose Review
  • Recommendation for systematic teaching of GPCs
    based in
  • Research evidence that such teaching is at least
    as effective as any other method of systematic
    phonics teaching
  • Mean effect sizes in NRP report
  • synthetic phonics d 0.45
  • large unit phonics d 0.34

38
Research base of the Rose Review
  • Recommendation for systematic teaching of GPCs
    based in
  • Observations of current successful phonics
    teaching in UK schools
  • systematic teaching of GPC rules, and phoneme
    segmentation and blending
  • teachers understood systematic phonics
    teaching as
  • systematic teaching of GPC rules, and phoneme
    segmentation and blending

39
Systematic teaching at GPC level
  • Directly provides children with knowledge and
    skills known to be used by skilled readers
  • GPCs
  • Phoneme blending skills
  • Develops phoneme awareness in children
  • provides physical representation for the
    abstraction that is the phoneme
  • Phoneme awareness is the best and longest lasting
    predictor of word reading skill

40
Areas of clear agreement between Rose Review and
NRP report
  • Developing word recognition skills is a
    time-limited task that depends on phonic
    knowledge and skill from the start
  • Available evidence suggests that systematic
    phonics instruction should extend from
    kindergarten to 2nd grade (2-137)
  • GPCs should be taught systematically
  • It is clear that the major letter-sound
    correspondences, including short and long vowels
    and digraphs, need to be taught (2-136)

41
Areas of clear agreement between Rose Review and
NRP report
  • Need for teacher education
  • Practitioners and teachers need to be brought
    up-to-date with research into the development of
    word recognition skills (38-125) and with
    research into reading comprehension (39-126)
  • Teachers must themselves be educated about how
    to evaluate different programs and to determine
    which are based on strong evidence and how they
    can most effectively use these programs in their
    own classrooms (2-136)

42
Areas of clear agreement between Rose Review and
NRP report
  • Need for rich experience of language
  • The findings of this review argue strongly for
    the inclusion of a vigorous programme of phonic
    work to be securely embedded within a broad and
    rich language curriculum (16-35)
  • phonics instruction is never a total reading
    program. In 1st grade, teachers can provide
    controlled vocabulary texts that allow students
    to practice decoding, and they can also read
    quality literature to students to build a sense
    of story and develop vocabulary and
    comprehension (2-136)
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