Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in England

Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in England

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Last Updated: January 18th 2021

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Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in England

Final Report April 2020

Authors:

Margaret M Clark OBE, Newman University

Jonathan Glazzard, Leeds Beckett University

Colin Mills, Manchester University

Sue Reid, Newman University

Jude Sloan, Newman University

 

 

Articles related to the report:

The future of early reading courses in ITE in England

Education Journal 12.05.2020 – Independent Research into the impact of the systematic synthetic phonics government policy at literacy courses on institutions delivering ITE in England

Literacy Today No. 93 July 2020 – Article: The future content of courses on teaching early reading in ITE in England: evidence-based or controlled by government? and Written Questions in the House of Commons and House of Lords relevant to the government policy on the National Curriculum/Early Reading in England, 10 June to 16 July 2020

 

Other work related to Margaret M Clark:

The Phonics Screening Check 2012 – 2017 – an independent enquiry into the views of headteachers, teachers and parents

Education Journal Special Issue – Baseline Assessment – 24.10.18

Education Journal Special Issue – Literacy policy, synthetic phonics and the Phonics Screening Check – 17.06.19

Education Journal 21.07.2020 Class of COVID 19 – what next for education?

Education Journal 08.12.2020 The administration of the Phonics Screening

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