Changing How Literacy Is Taught: Evidence on Synthetic Phonics

Stephen J. Machin · Sandra McNally · Martina G. Viarengo

40 citations0/0 files storedAmerican Economic Journal Economic Policy

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Reading and Literacy Development Early Childhood Education and Development School Choice and Performance

Abstract

A significant number of people have very low levels of literacy in many OECD countries. This paper studies a national change in policy and practice in England that refocused the teaching of reading around “synthetic phonics.” This was a low-cost intervention that targeted the pedagogy of existing teachers. We evaluate the pilot and first phase of the national rollout. While strong initial effects tend to fade out on average, they persist for those with children with a higher initial propensity to struggle with reading. As a result, this program helped narrow the gap between disadvantaged pupils and other groups. (JEL I21, I24, I28)

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2020Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers

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