Changing How Literacy Is Taught: Evidence on Synthetic Phonics

• 成果类型: Article
• 署名作者: Machin, Stephen; McNally, Sandra; Viareno, Martina
• 署名单位: University of London; London School Economics & Political Science; University of London; London School Economics & Political Science; University of London; London School Economics & Political Science; University of Surrey; University of Surrey; University of London; London School Economics & Political Science
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20160514
• 发表日期: 2018
• 页码: 217-241
• 关键词: project star; school; teachers; outcomes; impacts; charter

摘要

A significant number of people have very low levels literacy in many OECD countries. Thus 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.