The National Reading Panel in the USA concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. Some critics suggest that systematic phonics is "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. 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. Beginning as early as 2014, several States in the USA have changed their curriculum to include systematic phonics instruction in elementary school. 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. Australia Sample phonics lessons - Victoria State Government, Australia Phonological awareness - Victoria State Government, Australia Effective reading instruction - Victoria State Government, Australia Teaching practices for reading and viewing - Victoria State Government, Australia Ireland Teachers’ Professional Development Guide - Professional Development Service for Teachers, Ireland New Zealand Sound Sense: Supporting reading and writing in years 1–3 - Ministry of Education, NZ United Kingdom Phonics teaching materials - Department of Education, UK Letters and Sounds: Principles and Practice of High Quality Phonics - Department of Education, UK Learning to read through phonics: Information for parents - Department of Education, UK United States Linking sounds to letters, blending sounds and reading for understanding (kindergarten to grade three) - Regional Educational Laboratory Program at Florida State University (REL) Phonics instruction - The National Center on Intensive Intervention, USA Between the Lions Early Reading (Phonics, phonemic awareness, etc.) - PBS Learning Media Explaining phonics instruction: an educators guide - International Literacy Association Explaining Phonics Instruction - Reading Rockets Phoneme Segmentation - The National Center on Intensive Intervention Advanced phonic-analysis: Kindergarten to Grade 1 - California Public Schools Pedagogy: Grades Two and Three - California Public Schools Supporting Reading Skills at Home - Institute of Education Sciences (IES), U.S. Department of Education Reading Foundational Skills: Phoneme-Grapheme correspondences - Common Core State Standards, USA , pg. 17 Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade - Institute of Education Sciences (IES), U.S. Department of Education, Supporting family involvement in foundational reading skills - Regional Educational Laboratory Program at Florida State University (REL) Foundational reading skills - Timothy Shanahan (educator) Parents' guide to student success - Ohio department of education Phonological awareness - PALS, Virginia, EDU, USA Fluency - The National Center on Intensive Intervention, Reading for understanding (comprehension) - Regional Educational Laboratory Program at Florida State University (REL) Essentials of assessing, preventing and overcoming reading difficulties - David Kilpatrick, Arkansas, Gov., Kindergarten Teacher's Guide: Supporting Family Involvement in Foundational Reading Skills - Regional Educational Laboratory Program at Florida State University (REL) Developing Language - Regional Educational Laboratory Program at Florida State University (REL) 10 Key Reading Practices for All Elementary Schools - The University of Texas at Austin Self-study guide for implementing literacy interventions in Grades 3-8 - Regional Educational Laboratory Program at Florida State University (REL) Summer Reading Camp: Self-Study Guide - Florida Center for Reading Research At Florida State University More recently, some educators have advocated for the theory of balanced literacy purported to combine phonics and whole language yet not necessarily in a consistent or systematic manner. It may include elements such as word study and phonics mini-lessons, differentiated learning, cueing, leveled reading, shared reading, guided reading, independent reading and sight words. According to a survey in 2010, 68\% of K-2 teachers in the USA practice balanced literacy; however, only 52\% of teachers included phonics in their definition of balanced literacy. In addition, 75\% of teachers teach the three-cueing system (i.e., meaning/structure/visual or semantic/syntactic/graphophonic) that has its roots in whole language. New Zealand's score (523) in the 2016 PIRLS report on the reading achievement of fourth grade students was above the average of 500 and below other English speaking countries such as Canada (543), U.S.A. (549), England (559), Northern Ireland (565) and Ireland (567). Later, international evaluations TIMSS and PISA showed a sharp improvement in the areas of math, reading and science from 2006 to 2015. Portuguese students results raised to above OECD and IEA averages, attaining the best results ever for Portugal. The PISA reading results moved from 472 to 498, above the US at 497. However, by 2018 Portugal had dropped slightly to 492 and the USA had increased to 505. Some analysts explain these advances by the educational measures Portugal put in place: a more demanding curricula, the emphasis on direct teaching, standardized testing, less ability streaming, and explicit fluency training in reading and mathematics. United States As a matter of interest, in 2016 amongst 50 countries, the USA achieved the 15th highest score in Reading Literacy for fourth graders according to the Progress in International Reading Literacy Study (PIRLS). Of 78 countries, the USA ranked 14th in reading for the international PISA study for 15-year-old students. In 2019, with respect to the nation's grade-four public school students, 34\% performed at or above the Nations Report Card "proficient level" (solid academic performance) and 65\% performed at or above the NAEP "basic level" (partial mastery of the proficient level skills)
The National Reading Panel in the United States concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. Some critics suggest that systematic phonics is "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. 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. Beginning as early as 2014, several States in the United States have changed their curriculum to include systematic phonics instruction in elementary school. 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. Australia Sample phonics lessons - Victoria State Government, Australia Phonological awareness - Victoria State Government, Australia Effective reading instruction - Victoria State Government, Australia Teaching practices for reading and viewing - Victoria State Government, Australia Ireland Teachers’ Professional Development Guide - Professional Development Service for Teachers, Ireland New Zealand Sound Sense: Supporting reading and writing in years 1–3 - Ministry of Education, NZ United Kingdom Phonics teaching materials - Department of Education, UK Letters and Sounds: Principles and Practice of High Quality Phonics - Department of Education, UK Learning to read through phonics: Information for parents - Department of Education, UK United States Linking sounds to letters, blending sounds and reading for understanding (kindergarten to grade three) - Regional Educational Laboratory Program at Florida State University (REL) Phonics instruction - The National Center on Intensive Intervention, United States Between the Lions Early Reading (Phonics, phonemic awareness, etc.) - PBS Learning Media Explaining phonics instruction: an educators guide - International Literacy Association Explaining Phonics Instruction - Reading Rockets Phoneme Segmentation - The National Center on Intensive Intervention Advanced phonic-analysis: Kindergarten to Grade 1 - California Public Schools Pedagogy: Grades Two and Three - California Public Schools Supporting Reading Skills at Home - Institute of Education Sciences (IES), U.S. Department of Education Reading Foundational Skills: Phoneme-Grapheme correspondences - Common Core State Standards, United States , pg. 17 Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade - Institute of Education Sciences (IES), U.S. Department of Education, Supporting family involvement in foundational reading skills - Regional Educational Laboratory Program at Florida State University (REL) Foundational reading skills - Timothy Shanahan (educator) Parents' guide to student success - Ohio department of education Phonological awareness - PALS, Virginia, EDU, United States Fluency - The National Center on Intensive Intervention, Reading for understanding (comprehension) - Regional Educational Laboratory Program at Florida State University (REL) Essentials of assessing, preventing and overcoming reading difficulties - David Kilpatrick, Arkansas, Gov., Kindergarten Teacher's Guide: Supporting Family Involvement in Foundational Reading Skills - Regional Educational Laboratory Program at Florida State University (REL) Developing Language - Regional Educational Laboratory Program at Florida State University (REL) 10 Key Reading Practices for All Elementary Schools - The University of Texas at Austin Self-study guide for implementing literacy interventions in Grades 3-8 - Regional Educational Laboratory Program at Florida State University (REL) Summer Reading Camp: Self-Study Guide - Florida Center for Reading Research At Florida State University More recently, some educators have advocated for the theory of balanced literacy purported to combine phonics and whole language yet not necessarily in a consistent or systematic manner. It may include elements such as word study and phonics mini-lessons, differentiated learning, cueing, leveled reading, shared reading, guided reading, independent reading and sight words. According to a survey in 2010, 68\% of K-2 teachers in the United States practice balanced literacy; however, only 52\% of teachers included phonics in their definition of balanced literacy. In addition, 75\% of teachers teach the three-cueing system (i.e., meaning/structure/visual or semantic/syntactic/graphophonic) that has its roots in whole language. New Zealand's score (523) in the 2016 PIRLS report on the reading achievement of fourth grade students was above the average of 500 and below other English speaking countries such as Canada (543), United States (549), England (559), Northern Ireland (565) and Ireland (567). Later, international evaluations TIMSS and PISA showed a sharp improvement in the areas of math, reading and science from 2006 to 2015. Portuguese students results raised to above OECD and IEA averages, attaining the best results ever for Portugal. The PISA reading results moved from 472 to 498, above the US at 497. However, by 2018 Portugal had dropped slightly to 492 and the United States had increased to 505. Some analysts explain these advances by the educational measures Portugal put in place: a more demanding curricula, the emphasis on direct teaching, standardized testing, less ability streaming, and explicit fluency training in reading and mathematics. United States As a matter of interest, in 2016 amongst 50 countries, the United States achieved the 15th highest score in Reading Literacy for fourth graders according to the Progress in International Reading Literacy Study (PIRLS). Of 78 countries, the United States ranked 14th in reading for the international PISA study for 15-year-old students. In 2019, with respect to the nation's grade-four public school students, 34\% performed at or above the Nations Report Card "proficient level" (solid academic performance) and 65\% performed at or above the NAEP "basic level" (partial mastery of the proficient level skills)
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