4,733
Views
8
CrossRef citations to date
0
Altmetric
Articles

Instructional psychology and teaching reading: Ending the reading wars

Pages 123-132 | Received 25 Mar 2020, Accepted 03 Jul 2020, Published online: 03 Dec 2020

References

  • Adelman, J.S. , Brown, G.D.A. & Quesada, J.F. (2006). Contextual diversity not word frequency, determines word-naming and lexical decision times. Psychological Science, 17, 814–823.
  • Adesope, O.O. , Trevisan, D.A. & Sundararajan, J. (2017). Rethinking the use of tests: A meta- analysis of practice testing. Review of Educational Research, 87, 659–701.
  • Anderson, J.R. (1990). The adaptive character of thought. Hillsdale, NJ: LEA Publishers.
  • Arciuli, J. (2018). Reading as statistical learning. Language, Speech and Hearing Difficulties in Schools, 49, 634–643.
  • Baayen, R. H. , Piepenbrock, R. , & Gulikers, L. (1995). The CELEX lexical database [CD-ROM]. Philadelphia, PA: Linguistic Data Consortium, University of Pennsylvania.
  • Baddeley, A. (1997). Human memory. Hove, UK: Psychology Press.
  • Bowers, J. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09515-y
  • Bradley, L. , & Bryant, P. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419–421.
  • Brooks, G. (2003). Sound sense: The phonics element of the National Literacy Strategy. A report to the Department for Education and Skills. London, UK: DfES.
  • Brooks, G. , Beard, R. , & Ampaw-Farr, J. (2019). ‘English has 100+ phonemes’: Some errors and confusions in contemporary commercial phonics programmes. Research Papers in Education, 34, 208–238.
  • Brown, G.D.A. (1998). The endpoint of skilled word recognition: The ROAR model. In J.L. Metsala & L.C. Ehri (Eds), Word recognition in beginning literacy. Hillsdale, NJ: Lawrence Erlbaum.
  • Brown, G.D.A. , & Chater, N. (2004). Connectionist models of children-s reading. In T. Nunes & P.E. Bryant (Eds.), Handbook of Children-s Literacy (pp. 67–89), Dordrecht, the Netherlands: Kluwer Academic Publishers.
  • Central Advisory Council for Education (CACE). (1967). Children and their primary schools (‘The Plowden Report’). London: HMSO.
  • Carnine, D.W. , & Becker, W. (1982). Theory of instruction: Generalisation issues. Educational Psychology, 2, 249–262.
  • Carnine, D.W. , Silbert, J. , & Kame-enui, E.J. (1997). Direct instruction reading. New Jersey: Prentice Hall.
  • Castles, A , Rastle, K. , & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological in the Public Interest, 19, 5–51.
  • Carter, J. (2020). The assessment has become the curriculum: Teachers’ views on the phonics screening check in England. British Journal of Education, 46, 593–609.
  • Chater, N. (2018). The mind is flat: The illusion of mental depth and the improvised mind. London, UK: Allen Lane.
  • Chen, V. , & Savage, R.S. (2014). Evidence for a simplicity principle: Teaching common complex grapheme-to-phonemes improves reading and motivation in at-risk readers. Journal of Research in Reading, 37, 196–214
  • Clark, C. , & Poulton, L. (2011). Book ownership and its relation to reading enjoyment, attitudes behaviour and attainment. London: National Literacy Trust.
  • Clark, C. , & Teravainen-Goff, A. (2020). Children and young people-s reading in 2019: Findings from our annual literacy survey. London: National Literacy Trust.
  • Colenbrander, D. , Miles, K.P. , & Ricketts, J. (2019). To see or not to see: How does seeing spellings support vocabulary learning? Language, Speech and Hearing Services in Schools, 50, 609–628.
  • Colenbrander, D. , Ricketts, J. , & Breadmore, H.L. (2018). Early identification of dyslexia: Understanding the issues. Language, Speech and Hearing Services in Schools, 49, 817–828.
  • Department for Education & Science (DES). (1975). A language for life (The Bullock Report). London: HMSO.
  • Department for Education & Science (DES). (1990). The teaching and learning of reading in London primary schools. London: HMSO.
  • Department for Education (DfE). (2012). Assessment framework for the development of the Year 1 Phonics Screening Check. London: STA.
  • Department for Education (DfE). (2013). The National Curriculum in England: Framework. London: HMSO.
  • Department for Education (DfE). (2013). English programmes of study: key stages 1 and 2 National Curriculum in England. London: HMSO
  • Department for Education & Employment (DfEE). (1996). The National Literacy Project: Framework for teaching. London: HMSO.
  • Department for Education & Employment (DfEE). (1998). The National Literacy Strategy: Framework for teaching. London: HMSO.
  • Department for Education & Employment (DfEE). (1999a). Progression in phonics. London: HMSO.
  • Department for Education & Employment (DfEE). (1999b). Additional literacy support. London: HMSO.
  • Department for Education & Skills (DfES). (2001). Early literacy support. London: HMSO.
  • Department for Education & Skills (DfES). (2004). Playing with sounds. London: HMSO.
  • Department for Education & Skills (DfES). (2007). Letters and sounds: Principles and practice of high quality phonics. London: HMSO.
  • Dyson, H. , Best, W. , Solity, J.E. , & Hulme, C. (2017). Training mispronunciation correction and word meanings improves children-s ability to learn to read words. Scientific Studies of Reading, 21, 392–407.
  • Eastern Shires Purchasing Organisation (ESPO). (2011). The importance of phonics: A catalogue of systematic synthetic phonics products and training. Leicester, UK: Author.
  • Eastern Shires Purchasing Organisation (ESPO). (2012). The importance of phonics: A supplementary catalogue of systematic synthetic phonics products and training. Leicester, UK: Author.
  • Education and Skills Committee. (2005). Teaching children to read. London: HMSO.
  • Engelmann, S. (1980). Towards the design of faultless instruction: The theoretical basis of concept analysis. Educational Technology, 20, 28–36.
  • Engelmann, S. , & Carnine, D. (1982). Theory of instruction: Principles and practice. New York, NY: Irvington.
  • Flack, Z. , & Horst, J. (2017). Why do little kids ask to hear the same story over and over? Frontiers for Young Minds, 5, 30. doi: 10.3389/frym.2017.00030
  • Fuchs, D. , & Fuchs, L.S. (2017). Critique of the national evaluation of response to intervention: A case for simpler frameworks. Exceptional Children, 83, 255–268.
  • Gibb, N. (2017, December 5). Reading is the key to unlocking human potential. Paper presented at England-s Successful Progress in International Reading Literacy Study Results, British Library, London.
  • Gontijo, P.F.D. , Gontijo, I. , & Shillcock, R. (2003). Grapheme-phoneme probabilities in English. Behavior Research Methods, Instruments & Computers, 35, 136–157.
  • Gough, P. , & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
  • Goswami, U. , & Bryant, P. (1990). Phonological skills and learning to read. London: Lawrence Earlbaum Associates.
  • Haring, N.G. , & Eaton, M.D. (1978). Systematic instructional procedures: An instructional hierarchy. In N.G. Haring (Ed.), The Fourth R – Research in the Classroom. Marietta, OH: Charles E. Merrill.
  • Hempenstall, K. (2019). Myths and evidence. In J. Murphy & T. Bennett (Eds.), Literacy: An evidence-informed guide for teachers. Woodbridge, UK: John Catt.
  • Hsiao, Y. , & Nation, K. (2018). Semantic diversity, frequency and the development of lexical quality in children-s word Reading. Journal of Memory and Language, 103, 114–126.
  • Hulme, C. , & Snowling, M. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7, 1–5.
  • Jenkins, J.R. , Peyton, J.A. , Sanders, E.A. , & Vadasy, P.F. (2004). Effects of reading decodable texts in supplemental first-grade tutoring. Scientific Studies of Reading, 8, 53–85.
  • Johnston, R.S. , & Watson, J.E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17, 327–357.
  • Kirschner, P.A. , Sweller, J. , & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching, Educational Psychologist, 41, 75–86.
  • Koch, R. (1998). The 80/20 Principle: The secret to success by achieving more with less. New York, NY: Doubleday.
  • Levy, R. (2009). Children-s perceptions of reading and the use of reading scheme texts. Cambridge Journal of Education, 39, 361–377.
  • Literacy Task Force. (1997). A reading revolution: How we can teach every child to read well. London, UK: Literacy Task Force.
  • Lloyd, S. , & Wernham, S. (2013). The phonics handbook. Chigwell, UK: Jolly Learning Ltd.
  • Lundberg, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M. Snowling (Eds.), Reading development and dyslexia (pp. 180–199). London: Whurr.
  • Masterson, M. , Stuart, M. , Dixon, M. , & Lovejoy, J. (2010). Children-s printed word database: Continuities and changes over time in children-s early reading vocabulary. British Journal of Educational Psychology, 101, 221–242.
  • Miciak, J. , & Fletcher, J.M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 48, 602–621.
  • Miller, F. (2016, December 13). Forty years after the Ruskin speech, education needs another moment, The Guardian.
  • Miskin, R. (2016a). Read, Write Inc. Phonics Handbook 1. Oxford, UK: Oxford University Press.
  • Miskin, R. (2016b). On the bus. Oxford: Oxford University Press. https://www.youtube.com/watch?v=MzwXhrH4dH0).
  • Miskin, R. (2016c). Toad. Oxford: Oxford University Press.
  • Mol, S.E. , & Bus, A.G. (2011). To read or not to read: A meta- analysis of print exposure from infancy to early adult- hood. Psychological Bulletin, 137, 267–296.
  • Mullis, I.V.S. , Martin, M.O. , Foy, P. , & Drucker, K.T. (2012). International results in reading 2011. Boston: TIMMS & PIRLS International Study Centre.
  • Mullis, I.V.S. , Martin, M.O. , Foy, P. , & Hooper, M. (2017). International results in reading 2016. Boston: TIMMS & PIRLS International Study Centre.
  • Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. Science of Learning, 2, 1–4.
  • O-Conner, K. , & Solity, J.E. (2020). Assessing the impact of a well-founded intervention with lower achieving students in Key Stage 2. Educational Psychology in Practice, doi: 10.1080/02667363.2020.1763259
  • Ofsted. (1996). The teaching of reading in 45 inner London primary schools. London: Author.
  • Ofsted. (2004). Reading for purpose and pleasure: An evaluation of the teaching of reading in primary schools. London: Author.
  • Ofsted. (2010). Reading by six: How the best schools do it. London: Author.
  • Ofsted. (2012). Moving English forward: Action to raise standards in English. London: Author.
  • Ofsted. (2019). School Inspection Handbook (Updated September 2019). London: Ofsted.
  • Perfetti, C.A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383.
  • Potts, R. , & Shanks, D.R. (2012). Can Testing Immunize Memories Against Interference? Journal of Experimental Psychology: Learning, Memory and Cognition, 38, 1789–1785.
  • Rack, J. , Hulme, C. , Snowling, M. , & Wightman, J. (1994). The role of phonology in young children learning to read words: The direct-mapping hypothesis. Journal of Experimental Child Psychology, 57, 42–71.
  • Rastle, K. (2019). EPS mid-career prize lecture: Writing systems, reading and language. Quarterly Journal of Experimental Psychology, 72, 677–692.
  • Raybould, E.C. , & Solity, J.E. (1982). Teaching with precision. Special Education/Forward Trends, 9, 9–13.
  • Rhine, W.R. (Ed.). (1981). Making schools more effective: New directions from Follow Through. New York, NY: Academic Press.
  • Rose, J. (2006). Independent review of the teaching of early reading (The Rose Report). Nottingham: DfES.
  • Rosenshine, B. (2010). Principles of instruction. Brussels: International Academy of Education.
  • Rosenshine, B. (2012). Principles of instruction: Research based strategies that all teachers should know. American Educator, Spring, 12–39.
  • Sawi, O. , & Rueckil, J. (2018). Reading and the neurocognitive basis of statistical learning. Scientific Studies of Reading, 23, 8–23.
  • Seabrook, R. , Brown, G.D.A. , & Solity, J.E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19, 107–122.
  • Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can-t, and what can be done about it. New York, NY: Basic Books.
  • Shapiro, L. , & Solity, J.E. (2008). Delivering phonological and phonics training within whole-class teaching. British Journal of Educational Psychology, 78, 597–620.
  • Shapiro, L. , & Solity, J.E. (2016). Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology, 86, 182–203.
  • Sherrington, T. (2019). Rosenshine-s principles in action. Woodbridge, UK: John Catt Educational.
  • Snowling, M.J. , & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a Virtuous Circle. British Journal of Educational Psychology, 81, 1–23.
  • Solity, J.E. (1991). An overview of behavioural approaches to teaching children with learning Difficulties and the National Curriculum. Educational Psychology, 11, 151–167.
  • Solity, J.E. (1995). Assessment-through-teaching and the code of practice. Educational and Child Psychology, 12, 29–35
  • Solity, J.E. (1996). ‘Reframing psychological assessment.’ Educational and Child Psychology, 13, 94–102.
  • Solity, J.E. (2008). The learning revolution. London, UK: Hodder.
  • Solity, J.E. (2015). The rhetoric and reality of evidence-based practice and teaching reading: How to bridge the curriculum gap (Occasional Paper 141). Melbourne, Australia: Centre for Strategic Education.
  • Solity, J.E. (2017). Psychology for all: Everything you need to know about why it all went wrong and how to put it right. In C. Arnold & J. Hardy (Eds.), British educational psychology: The first hundred years. Leicester, UK: BPS Publications.
  • Solity, J.E. (2019, January 31) Assessment-through-teaching and response to intervention: Identifying effective reading interventions. Paper presented at Dyslexia Diagnosis, Scientific Understandings and Belief in a Flat Earth Conference, University College London.
  • Solity, J.E. , & Bull, S.J. (1987). Special needs: Bridging the curriculum gap. Buckingham, UK: Open University Press.
  • Solity, J.E. , Deavers, R. , Kerfoot, S. , Crane, G. , & Cannon, K. (2000). The early reading research: The impact of instructional psychology. Educational Psychology in Practice, 16, 109–129.
  • Solity, J.E. , & Vousden, J. (2009). Real books vs reading schemes: A perspective from instructional psychology. Educational Psychology, 29, 4, 469–511.
  • Stannard, J. , & Huxford, L. (2007). The literacy game: The story of the National Literacy Strategy. London: Routledge.
  • Stuart, M. , Dixon, M. , Masterson, J. , & Gray, B. (2003). Children-s early reading vocabulary: Description and word frequency Lists. British Journal of Educational Psychology, 73, 585–598.
  • Tunmer, W.E. , & Chapman, J.W. (2012). Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills? Scientific Studies of Reading, 16, 122–140.
  • Turner, M. (1990) Sponsored reading failure. Surrey, UK: IPSET Education Unit.
  • Vaughn, S. , Capin, P. , Scammacca, N. , Roberts, G. , Cirino, P. , & Fletcher, P.M. (2019). The critical role of word reading as a predictor of response to intervention. Journal of Learning Disabilities. https://doi.org/10.1177/0022219419891412
  • Vousden, J. (2008). Units of English spelling-to-sound mapping: A rational approach to reading instruction. Applied Cognitive Psychology, 22, 247–272.
  • Vousden, J.I. , Ellefson, M.R. , Solity, J.E. , & Chater, N. (2011). Simplifying reading: Applying the simplicity principle to reading. Cognitive Science, 35, 34–78.
  • Ward, J. , Crawford, S. , & Solity, J.E. (2017). Applying sssessment-through-teaching and instructional psychology: An alternative model of service delivery to raise attainments in primary schools. Educational and Child Psychology, 34, 94–109.
  • Zipf, G.K. (1949). Human behavior and the principle of least effort. Cambridge, MA: Addison-Wesley.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.