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Instructional Psychology and Teaching Reading: An Analysis of the Evidence Underpinning Government Policy and Practice

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Title: Instructional Psychology and Teaching Reading: An Analysis of the Evidence Underpinning Government Policy and Practice
Language: English
Authors: Solity, Jonathan
Source: Review of Education. Apr 2022 10(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 44
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Psychology, Reading Instruction, Educational Policy, Public Policy, Foreign Countries, Evidence Based Practice, Research Utilization, Early Reading, Phonics, Whole Language Approach, Politics of Education, Reading Difficulties, Decoding (Reading)
Geographic Terms: United Kingdom (England)
DOI: 10.1002/rev3.3349
ISSN: 2049-6613
Abstract: There have been few areas in England over the last 50 years where government has drawn more heavily on research to inform policy and practice than in the area of teaching reading. The focus of this article is an analysis of the research and evidence on early reading, in particular the role of phonics, on which government policy in England and the practice it promotes, are based. The article has three parts. The first examines the major policy initiatives in teaching reading from the Plowden Report in 1967 to the present day and provides an overview of their implications for practice. It highlights the tensions between opposing sides in the 'reading wars' between those prioritising phonics first, fast and only, versus those promoting a whole language approach to teaching reading. The second examines the evidence on which the government has drawn and the way in which teaching reading has become increasingly politicised in England to promote specific practices, some of which, but not all, are underpinned by research. Part 3 introduces instructional psychology that provides an alternative perspective on teaching phonics, whole language and the reading wars. The approaches to teaching reading generated by instructional psychology will be summarised and research presented to demonstrate how, despite the rhetoric surrounding the positive impact of current government policy on teaching reading, it is potentially a major cause of reading difficulties. Part 3 ends by highlighting the implications of instructional psychology for future policy and practice.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333431
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/rev3.3349
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  Data: There have been few areas in England over the last 50 years where government has drawn more heavily on research to inform policy and practice than in the area of teaching reading. The focus of this article is an analysis of the research and evidence on early reading, in particular the role of phonics, on which government policy in England and the practice it promotes, are based. The article has three parts. The first examines the major policy initiatives in teaching reading from the Plowden Report in 1967 to the present day and provides an overview of their implications for practice. It highlights the tensions between opposing sides in the 'reading wars' between those prioritising phonics first, fast and only, versus those promoting a whole language approach to teaching reading. The second examines the evidence on which the government has drawn and the way in which teaching reading has become increasingly politicised in England to promote specific practices, some of which, but not all, are underpinned by research. Part 3 introduces instructional psychology that provides an alternative perspective on teaching phonics, whole language and the reading wars. The approaches to teaching reading generated by instructional psychology will be summarised and research presented to demonstrate how, despite the rhetoric surrounding the positive impact of current government policy on teaching reading, it is potentially a major cause of reading difficulties. Part 3 ends by highlighting the implications of instructional psychology for future policy and practice.
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        Value: 10.1002/rev3.3349
    Languages:
      – Text: English
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      Pagination:
        PageCount: 44
    Subjects:
      – SubjectFull: Educational Psychology
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Public Policy
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Research Utilization
        Type: general
      – SubjectFull: Early Reading
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Whole Language Approach
        Type: general
      – SubjectFull: Politics of Education
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      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Decoding (Reading)
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Instructional Psychology and Teaching Reading: An Analysis of the Evidence Underpinning Government Policy and Practice
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