Government urged to drop emphasis on synthetic phonics in English schools as not backed up by latest evidence
A landmark study has described the way primary school pupils are taught to read in England as “uninformed and failing children”, calling on the government to drop its narrow focus on phonics.
Researchers at UCL’s Institute of Education say the current emphasis on synthetic phonics, which teaches children to read by helping them to identify and pronounce sounds which they blend together to make words, is “not underpinned by the latest evidence”.
