The Rose Review and its research base

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The Rose Review and its research base

• Morag Stuart

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Aspect 1 of the remitWhat best practice should
be expected in the teaching of early reading and
synthetic phonics?
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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 Skills
• Committee 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

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Four recommendations re Aspect 1

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

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Four recommendations re Aspect 1

• 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 childrens stock of words.
• The Primary National Strategy should continue to
  exemplify quality first teaching, showing how
  robust assessment of childrens learning secures
  progression in phonic work and how literacy is
  developed across the curriculum from the
  Foundation Stage onwards.

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Two controversial issues

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

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The Simple View of Reading
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The Simple View of Reading
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The Simple View of Reading
We must first only teach children to recognise
words. Once they are fluent word readers we can
encourage them to understand what they read
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The Simple View of Reading
Good language comprehension, poor word
recognition
Good word recognition, good language comprehension
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
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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)

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Four predictions from the Simple View 2

• 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

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Four predictions from the Simple View 3

• Dissociations in performance across the two
  dimensions
• Good word recognition / impaired comprehension
• Grigorenko, 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)

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Four predictions from the Simple View 4

• 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 comprehension
• Baker Brown, 1984 Nation Snowling, 1998
  Stanovich Cunningham, 1991

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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.

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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?

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Skilled word recognition two major processing
models

• The dual route cascade model
• The triangle model
• Two sets of processes involved
• Phonological recoding processes
• Orthographic- semantic processes

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Dual route cascade and triangle models
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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)

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Knowledge and application of phonic rules
facilitates development of phonological recoding
processes
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Knowledge and application of phonic rules also
facilitates development of orthographic/semantic
processes
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Knowledge and application of phonic rules also
facilitates development of orthographic/semantic
processes
Two views Share self-teaching
hypothesis Ehri partial alphabetic phase
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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)

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Partial alphabetic phase
rain
orthography
r n
phonology
/reI n/
drops of water falling from the sky
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Evidence consistent with Ehris 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

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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

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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

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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

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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

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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

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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?

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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).

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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 database
• 16 onsets inconsistent
• 18 rimes inconsistent

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Productivity of rime units

• 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

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Relative productivity of words, rime units and
GPCs

• 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

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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

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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

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Systematic teaching at GPC level

• Directly provides children with knowledge and
  skills known to be used by skilled readers
• GPCs
• Phoneme blending skills
• Develops phoneme awareness in children
• provides physical representation for the
  abstraction that is the phoneme
• Phoneme awareness is the best and longest lasting
  predictor of word reading skill

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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)

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Areas of clear agreement between Rose Review and
NRP report

• 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)

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Areas of clear agreement between Rose Review and
NRP report

• 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)