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Changing How Literacy Is Taught: Evidence on Synthetic Phonics

Machin, S, McNally, Sandra and Viarengo, M (2018) Changing How Literacy Is Taught: Evidence on Synthetic Phonics American Economic Journal: Economic Policy, 10 (2). pp. 217-241.

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Abstract

A significant number of people have very low levels of literacy in many OECD countries. This paper studies a national change in policy and practice in England that refocused the teaching of reading around “synthetic phonics.” This was a low-cost intervention that targeted the pedagogy of existing teachers. We evaluate the pilot and first phase of the national rollout. While strong initial effects tend to fade out on average, they persist for those with children with a higher initial propensity to struggle with reading. As a result, this program helped narrow the gap between disadvantaged pupils and other groups.

Item Type: Article
Divisions : Faculty of Arts and Social Sciences > School of Economics
Authors :
NameEmailORCID
Machin, S
McNally, Sandras.mcnally@surrey.ac.uk
Viarengo, M
Date : 1 May 2018
DOI : 10.1257/pol.20160514
Copyright Disclaimer : Copyright 2018 American Economic Association; reproduced with permission of the American Economic Journal: Economic Policy
Depositing User : Melanie Hughes
Date Deposited : 01 May 2018 12:53
Last Modified : 16 Jan 2019 19:09
URI: http://epubs.surrey.ac.uk/id/eprint/846338

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