This essay will discuss the impact that the independent review of the Teaching of Early reading, often referred to as the Rose Review, commissioned by the Secretary of State for Education for England, has had on teaching and learning English. It will look at the implications for schools focussing on Early Years foundation and Key Stage 1. The National Literacy Strategy has been in place since 1998 and since this time there has been a significant increase in the teaching of phonics in literacy, and there have been substantial changes and improvements in the teaching. Although the teaching of phonics has been increased and an improvement has been seen, children were still failing to meet the standards expected in literacy, which means teachers needed to review and improve the way they teach phonics in the literacy hour. Here in the UK we live in a print dependent society, so it is important that, as far as is possible, all children become effective readers and writers, people who are both functionally literate and who enjoy engaging with print. In March 2006 the Secretary of State for Education for England, commissioned the Rose Report which recommended that synthetic phonics must be included in the early reading instruction (Styles.M, 2007). The Rose review provided a simple model of reading which basically states that skilled reading requires two processes: the reader recognises and understands the words on the page (word recognition and decoding) and the development of language comprehension ( that is written texts as well as spoken language are understood and interpreted). Both processes are required, but one without the other is not sufficient (Ofsted, Getting them reading early, 2011) There has always been a debate regarding the teaching of reading,
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