The Rose Review of the teaching of early reading (2006) identified that developing children's positive attitudes to literacy, from the earliest stage is very important. Write a summary of the report which will inform practitioners of the main findings and recommendations regarding the teaching of reading. Discuss how the findings link to current curricular policy and practice in the teaching of reading.
A debate has been rife in the UK over the past few years as to how best teach children to read, which culminated in an 'Independent Review of the Teaching of Early Reading'. The Rose Review was published in March 2006, in light of Jim Roses' findings it has become a legal obligation for schools to change the way they teach reading. 'Schools will be legally obliged to teach phonics and it will be formally built into the national curriculum. The report has recommended that there should be extra help for children who fall behind' (Aldred, 2006). Rose focused a lot on phonics and also referred to children who had difficulties learning to read. These findings will be discussed further throughout, also building upon the opinions of critics. It has been found that some are in favour of these findings where as some have been critical of the review who find certain faults with it.
In this extensive review by Jim Rose there were many factors discussed in terms of the early reading process, one of the main points Rose focused on was the use of phonics in the process of early reading development. Rose (2006, p.5) states 'the systematic approach, which is generally understood as 'synthetic' phonics, offers the vast majority of young children the most direct route to becoming skilled readers and writers.' This implies phonics is a successful way of teaching reading, however Rose states that it will help the vast majority, noting that some children will need more help than others. 'By definition, phonics emphasises how spellings are related to speech sounds in systematic ways; simply put,phonics refers to letter-sound relationships' (Crane and Law, 2009, p.3). This consequently makes it easier for children to learn new words. The process is backed by significant research. 'Countless research-studies have been conducted on phonics instruction. Much of this research has focused on the usefulness of phonics instruction and the best ways to teach children about sound-spelling relationships' (Blevins,1998, p.9).
It is suggested in the report that phonics would boost the literacy skills of pupils, because they are learning to assemble words and their meanings at a younger age. Usually by the age of five according to the report the majority of children should have developed their reading skills through the teaching of phonics. There is much evidence that this approach can be effective. Such as the Clackmannanshire, Scotland study, which Rose based some of his report on. 'We report here a study of the effectiveness of a synthetic phonics programme in teaching reading and spelling. Around 300 children in Primary 1 were divided into three groups. One group learnt by the synthetic phonics method, one by the standard analytic phonics method, and one by an analytic phonics programme that included systematic phonemic awareness teaching without reference to print. At the end of the programme, the synthetic phonics taught group were reading and spelling 7 months ahead of chronological age. They read words around 7 months ahead of the other two groups, and were 8 to 9 months ahead in spelling. The other two groups then carried out the synthetic phonics programme, completing it by the end of Primary 1' (Johnston and Watson, 2005, p.8). This provides validity to the Rose Review as there have been significant longitudinal studies on phonics, that have proved to be successful. Hence the change and enthusiasm of the teaching of early reading by phonics in the report.
However not everyone agrees with the findings drawn from the Rose Review. Some...
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