The Rose Review and its research base Morag Stuart.

The Rose Review and

its research baseMorag Stuart

Aspect 1 of the remit:

What best practice should be expected in the teaching of early reading and synthetic phonics?

Report draws on:

Research on the teaching of reading

Written evidence and oral accounts of effective practice

Papers submitted by respondents to the Education and SkillsCommittee report

HMI survey

Ofsted reports and data

Visits by the review team

Early findings from the PNS Early Reading Development Pilot

Responses to the Review

Four recommendations re Aspect 1

1. The forthcoming EYFS and the renewed Primary National Strategy Framework for teaching literacy should provide, as a priority, clear guidance on developing children’s speaking and listening skills

2. High quality, systematic phonics work as defined by the review should be taught discretely. The knowledge, skills and understanding that constitute high quality phonic work should be taught as the prime approach in learning to decode (to read) and encode (to write/spell) print.

3. Phonic work should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language: speaking, listening, reading and writing and enlarging children’s stock of words.

4. The Primary National Strategy should continue to exemplify ‘quality first teaching’, showing how robust assessment of children’s learning secures progression in phonic work and how literacy is developed across the curriculum from the Foundation Stage onwards.

Four recommendations re Aspect 1

Two controversial issues:

1. The recommendation (in the annex to the review) that reliance on the ‘Searchlights’ model of reading should give way to the principles embodied in the Simple View of reading.

2. The recommendation that systematic phonics teaching should conform to the major principles implemented in what has become known as ‘synthetic’ phonics

word recognition

language comprehension

good

poor

goodpoor

by the time children come to school they can

produce and understand language

we need only teach children to

decipher the words on the

page

they will automatically

understand what they read

The Simple View of Reading

word recognition


good

poor

goodpoorWe must first only teach children to

recognise words.

Once they are fluent word readers we can encourage them to understand what they

read


We must first only teach children to recognise words.

Once they are fluent word readers we can encourage them to understand what they

read

word recognition


goodpoor poor good


word recognition


good

poor

goodpoor


Good language comprehension,

poor word recognition

Good word recognition, good


Poor word recognition, poor


Good word recognition, poor


Four predictions from the Simple View: 1

Different skills and knowledge will contribute to performance in each dimension

Oakhill, Cain & Bryant (2003)

Muter, Hulme, Snowling & Stevenson (2004)


Factor analysis of data sets on different measures of reading will reveal more than one underlying factor.

Pazzaglia, Cornoldi and Tressoldi (1993)

Cornoldi & Fattori, 1979

Nation and Snowling (1997

Dissociations in performance across the two dimensions

Good word recognition / impaired comprehensionGrigorenko, Klin & Volmar, 2003 (review); Bishop & Adams, 1990;Snowling & Frith, 1986; Pennington, Johnson & Welch, 1987; Jackson, Donaldson & Cleland, 1988; Stothard & Hulme, 1992 .

Good language comprehension / impaired word recognition Spooner, Baddeley & Gathercole (2004) Catts, Adlof & Weismer (2006)


Different use of context by skilled and less skilled readers

Less skilled readers rely more on context to aid word

recognition Briggs & Underwood, 1986; Nation & Snowling, 1998; Perfetti, 1985; Pring & Snowling, 1986; Schwantes, 1985, 1991; Stanovich, West & Feeman, 1981

Skilled readers use context to aid comprehensionBaker & Brown, 1984; Nation & Snowling, 1998; Stanovich & Cunningham, 1991


The Simple View is only the beginning

Need to understand the complex processes involved in skilled word recognition and its development if we are going to enable children to read the words on the page

Need to understand the even more complex processes involved in language comprehension and how language comprehension can be developed in children if we are going to enable children to understand what they read.

Situating ‘phonics’ within the Simple View

Phonic knowledge is essential to developing word recognition skills

Phonics teaching therefore is concerned with the word recognition dimension of reading

What do we know about skilled word recognition – about the processes involved in reading and understanding the words on the page?

What do we know about how these processes develop?

What is the role of phonic knowledge (and hence, phonics teaching) in their development?

Skilled word recognition: two major processing models

The dual route cascade model

The ‘triangle’ model

Two sets of processes involvedPhonological recoding processes

Orthographic- semantic processes

orthographic store

semantic store

phonological store

semantic store

Dual route cascade and triangle models

printed word

letter identification

phoneme units

spoken word

orthographic store

phonological store

printed word

spoken word

grapheme-phoneme

conversion system

Developing word recognition skills

Predictors of success

Phonological awareness

- especially phoneme awareness

Letter knowledge

- both letter name and letter sound knowledge

Understanding the alphabetic principle

Training studies

Training in phoneme awareness plus letter-sounds results in better word reading skills

Bradley & Bryant (1983); Blachman, Ball, Black & Tangel (1994); Byrne & Fielding-Barnsley (1991, 1993, 1995); Cunningham (1990); Hatcher, Hulme & Ellis (1994); McGuiness, McGuiness & Donohue (1995)

Knowledge and application of phonic rules facilitates development of phonological recoding processes :

printed word


phoneme units

spoken word

orthographic store

phonological store

printed word

spoken word

grapheme-phoneme

conversion system

Knowledge and application of phonic rules also facilitates development of orthographic/semantic processes

printed word


phoneme units

spoken word

orthographic store

semantic store

phonological store

orthographic store

phonological store

printed word

spoken word

semantic store

WHY?

Knowledge and application of phonic rules also facilitates development of orthographic/semantic processes

WHY?

Two views:

Share ‘self-teaching’ hypothesisEhri ‘partial alphabetic’ phase

Self-teaching hypothesis

If children can apply their phonic knowledge to read unfamiliar words, they will build a store of spelling patterns of familiar words linked to their meanings more quickly, because left-to-right decoding of each grapheme forces attention sequentially on to each letter of the unfamiliar word, increasing likelihood that child will remember it accurately.

Evidence consistent with this hypothesis:

Bowey & Miller (2007)

Bowey & Muller (2005)

Cunningham, Perry, Stanovich & Share (2002)

Kyte & Johnson (2006)

Nation, Angell & Castles (2007)

Share (1999)

Partial alphabetic phase

rain

r n

orthography

phonology

/reI n/

drops of water falling from the sky

Evidence consistent with Ehri’s hypothesis

Storage of ‘boundary’ letters:Dixon, Stuart, & Masterson (2002)

Savage, Stuart, & Hill (2001)

Stuart. & Coltheart, (1988).

National Reading Panel findings:Systematic phonics programs significantly more effective than non-systematic or no phonics programs

Systematic phonics programs significantly more effective when given in kindergarten or first grade

Systematic phonics programs led to better reading comprehension in younger children

Does ‘systematic’ entail ‘synthetic’?

NRP report distinguished ‘synthetic’, ‘large unit’ and ‘miscellaneous’ systematic phonics programs.

Synthetic = as defined in Rose Review mean effect size d = .45

Large unit = onset-rime, phonograms, spelling patterns mean effect size d = .34

Miscellaneous = programs that did not fit either of above categories mean effect size d = .27

No significant difference in mean effect size of different types of program

Rose Review, p.15, para 31.

“Research, inspection and leading edge work of settings and schools may inform best practice. However, findings from different research programmes are sometimes contradictory or inconclusive, and often call for further studies to test tentative findings. While robust research findings must not be ignored, developers of national strategies, much less schools and settings, cannot always wait for the results of long-term research studies. They must take decisions, based on as much firm evidence as is available from a range of sources at the time, especially from replicable and sustainable best practice”

What is ‘analytic’ phonics?

As defined by Johnston & Watson:

“Analytic phonics teaching starts at the whole word level. Typically, children are taught one letter sound per week, and are shown a series of alliterative pictures and words which start with that sound e.g. car, cat, candle, cake, castle, caterpillar. When the 26 initial letter sounds have been taught in this way, children are introduced to middle sounds e.g. cat, bag, rag etc., and final sounds, e.g. nap, cup, pip etc.”

But:Also frequently understood as, or confused with, large unit (onset-rime, analogy) phonics

And:Much of the opposition to the Rose Review recommendation that systematic phonics teaching should adopt the principles and practices of synthetic phonics comes from advocates of large-unit, onset-rime phonics

Why onset-rime phonics?

Claim that English is more consistent at the onset-rime than the grapheme-phoneme level

Consistency leads to swifter mastery of word reading skills

Why onset-rime phonics?

The argument that onset-rime phonics teaching should lead to faster acquisition of word reading skills depends crucially on the following issues:

That English is indeed impossibly inconsistent at the level of GPCs

That there is indeed increased consistency of pronunciation in rime units than in GPCs

That children have sufficient repeated experience of rime units to notice and use this increased consistency

GPC consistency in English

Following an analysis of all the English monosyllables in the MRC database, Coltheart estimates that over 75% of these can be correctly decoded by application of GPC rules – i.e. English monosyllables are not particularly inconsistent.

But, how many GPC rules are needed to decode English words?

GPC rules in English

Gontijo et al, (2003)

Analysed word tokens in Celex database.

Identified195 unique graphemes in English.

461 GPC rules allow correct pronunciation of all words in the database.

103 of these 195 graphemes have a single pronunciation: i.e. 53% of English graphemes are always pronounced in the same way.

A further 64 of the 195 (33%) have one pronunciation that is overwhelmingly more frequent than any of the alternatives.

There are 28 graphemes for which this is not the case.

That is, most of the irregularity in English is carried by 28 of the 195 graphemes (14%).

Rime consistency in English

Treiman, Mullenix, Bijeljac-Babic & Richmond-Welty (1995): More consistency in English orthography if words are analysed into onsets and rimes. Final consonant of rime helps to determine vowel pronunciation.

Claim is based in analysis of only 1329 monosyllabic CVC words in the Merriam-Webster Pocket Dictionary (a US dictionary for adults).

Ziegler & Goswami (2006):3000 most frequent monosyllables in English contain 600 different rime patterns.

Vousden (in press):7,197 monosyllables from CELEX database16% = onsets inconsistent18% rimes inconsistent

Stuart, Masterson, Dixon & Gray (2003).Database of vocabulary in books read by children in KS1

Monosyllables in 300 most frequent words contained 89 different rimes

54 (61%) appeared once only

26 (29%) appeared twice only

9 (10%) appeared from 3-5 times

Replicated this in in extended version of database

Interactive and available on

http://www.essex.ac.uk/psychology/cpwd

Productivity of rime units

Vousden (in press)Knowledge of 100 most frequent multisyllabic words 56.7% of text is readable.

Knowledge of even a large number of rime mappings alone will only allow about 3% of all text to be read i.e. need to learn onsets too, which are GPCs

312 GPCs recorded in 7195 monosyllables in CELEX database; 72 (23%) graphemes were inconsistent.Knowledge of 50 GPCs allows 47.7% of monosyllables to be read.

Concludes:“as vocabulary increases more text can be read by GPC mappings than by either whole word or onset and rime mappings”

Relative productivity of words, rime units and GPCs

Research base of the Rose Review

Recommendation for systematic teaching of GPCs based in:

Research evidence that such teaching is at least as effective as any other method of systematic phonics teaching

Mean effect sizes in NRP report:

‘synthetic’ phonics d = 0.45

‘large unit’ phonics d = 0.34

Research base of the Rose Review

Recommendation for systematic teaching of GPCs based in:

Observations of current successful phonics teaching in UK schools

systematic teaching of GPC rules, and phoneme segmentation and blending

teachers understood ‘systematic phonics teaching’ as

systematic teaching of GPC rules, and phoneme segmentation and blending

Systematic teaching at GPC level

Directly provides children with knowledge and skills known to be used by skilled readers

GPCsPhoneme blending skills

Develops phoneme awareness in childrenprovides physical representation for the abstraction that is the

phoneme

Phoneme awareness is the best and longest lasting predictor of word reading skill

Areas of clear agreement between Rose Review and NRP report:

Developing word recognition skills is a ‘time-limited task’ that depends on phonic knowledge and skill from the start

Available evidence suggests that “systematic phonics instruction should extend from kindergarten to 2nd grade” (2-137)

GPCs should be taught systematically

“It is clear that the major letter-sound correspondences, including short and long vowels and digraphs, need to be taught” (2-136)


Need for teacher education:

Practitioners and teachers “need to be brought up-to-date with research into the development of word recognition skills” (38-125) and “with research into reading comprehension” (39-126)

“Teachers must themselves be educated about how to evaluate different programs and to determine which are based on strong evidence and how they can most effectively use these programs in their own classrooms” (2-136)


Need for rich experience of language:

“The findings of this review argue strongly for the inclusion of a vigorous programme of phonic work to be securely embedded within a broad and rich language curriculum” (16-35)

“…phonics instruction is never a total reading program. In 1st grade, teachers can provide controlled vocabulary texts that allow students to practice decoding, and they can also read quality literature to students to build a sense of story and develop vocabulary and comprehension” (2-136)

The Rose Review and its research base Morag Stuart.

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