Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review
Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review
复制标题
Phonics：从系统的“三级”审查中阅读政策和有效性证据
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
S. Higgins
中科院分区：
文献类型：
--
作者：
C. Torgerson;Greg Brooks;Louise Gascoine;S. Higgins
摘要在两篇关于自然拼读法证据的评论发表十年后，英国的一些政策倡议已经将自然拼读法牢固地嵌入到早期阅读发展的课程中。然而，关于最有效的阅读教学方法的不确定性仍然存在。2006年曾建议进行一项比较不同方法的明确试验，但从未进行过。然而，自那时以来，对国际证据进行了一些系统的审查，但迄今为止，这些证据尚未得到系统的定位、综合和质量评价。本文试图弥补文献中的这一空白。它详细概述了阅读政策的发展，主要是在英国，但参考国际发展，在过去10年。然后报告了所有相关系统综述和荟萃分析的系统“三级”综述的设计和结果，以提供最新的关于自然发音研究结果和质量的概述。
Abstract Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international evidence have been undertaken, but to date they have not been systematically located, synthesised and quality appraised. This paper seeks to redress that gap in the literature. It outlines in detail the reading policy development, mainly in England, but with reference to international developments, in the last 10 years. It then reports the design and results of a systematic ‘tertiary’ review of all the relevant systematic reviews and meta-analyses in order to provide the most up-to-date overview of the results and quality of the research on phonics.