Reading

Reading is an essential part of literacy, however, from a historical perspective literacy is about having the ability to both read and write.[12][13][14]

Since the 1990's some organizations have given literacy a more extensive meaning. In 2018, UNESCO defined literacy as "the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts".[15] The International Literacy Association defines literacy as "the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context".[16] And, the American Association of School Librarians published a document entitled Information literacy standards for students consisting of three categories, nine standards, and twenty-nine indicators.[17]

Also, some educational organizations include oral communication skills (listening and speaking) under the umbrella of literacy.[18][19] They might also promote numeracy skills and technology skills alongside of literacy skills.[20][21]

According to Mark Seidenberg these "multiple literacies" have allowed educators to change the topic from reading and writing to Literacy, saying "educators didn't change their practices; they changed the subject".[22]

In addition, since the 1940's the term literacy is often used to mean being knowledgeable or competent in a particular field (e.g., computer literacy, ecological literacy, health literacy, media literacy and visual literacy).[23][24][25][26]

In order to understand a text, it is usually necessary to understand the spoken language associated with that text. In this way, writing systems are distinguished from many other symbolic communication systems.[27] Once established, writing systems on the whole change more slowly than their spoken counterparts, and often preserve features and expressions which are no longer current in the spoken language. The great benefit of writing systems is their ability to maintain a persistent record of information expressed in a language, which can be retrieved independently of the initial act of formulation.[27]

Senior reading a newspaper in Nepal. The cognitive benefits of reading continue into mid-life and the senior years.[28][29][30]

Reading for pleasure has been linked to increased cognitive progress in vocabulary and mathematics during adolescence. [31][32] Sustained high volume lifetime reading has been associated with high levels of academic attainment.[33]

Reading has also been shown to improve stress management,[34] memory,[34] focus,[35] writing skills,[35] and imagination.[36]

Reading books and writing are among brain-stimulating activities shown to slow down cognitive decline in seniors.[37]

Reading has been the subject of considerable research and reporting for decades. Many organizations measure and report on reading achievement for children and adults (e.g., NAEP, PIRLS, PISA and PIAAC).

Researchers have concluded that 95% of students can be taught to read by the end of first grade, yet in many countries 20% or more do not meet that expectation.[38]

According to the 2019 Nation's Report card, 35% of grade four students in the USA failed to perform at or above the Basic level (partial mastery of the proficient level skills).[39] There was a significant difference by race and ethnicity (e.g., black students at 53% and white students at 24%). See more here.

The Progress in International Reading Literacy Study (PIRLS) publishes reading achievement for fourth graders in 50 countries.[40] The five countries with the highest overall reading average are the Russian Federation, Singapore, Hong Kong SAR, Ireland and Finland. Some others are: England 10th, United States 15th, Australia 21st, Canada 23rd, and New Zealand 33rd.[41][42][43]

The Programme for International Student Assessment (PISA) measures 15-year-old school pupils scholastic performance on mathematics, science, and reading.[44]

The reading levels of adults, ages 16 – 65, in 39 countries are reported by The Programme for the International Assessment of Adult Competencies (PIAAC).[45] Between 2011–2018, PIAAC reports the percentage of adults reading at-or-below level one (the lowest of five levels). Some examples are Japan 4.9%, Finland 10.6%, Netherlands 11.7%, Australia 12.6%, Sweden 13.3%, Canada 16.4%, England (UK) 16.4%, and the USA 16.9%.[46]

Spoken language is the foundation of learning to read (long before children see any letters) and is a strong predictor of children's later reading ability. Spoken language is dominant for most of childhood, however, reading ultimately catches up and surpasses speech.[59][60]

By their first birthday most children have learned all the sounds in their spoken language. However, it takes longer for them to learn the phonological form of words and to begin developing a spoken vocabulary.[61]

Children acquire a spoken language in a few years. Five-to-six-year-old English learners have vocabularies of 2,500 to 5,000 words, and add 5,000 words per year for the first several years of schooling. This exponential learning rate cannot be accounted for by the instruction they receive. Instead, children learn that the meaning of a new word can be inferred because it occurs in the same context as familiar words (e.g., lion is often seen with cowardly and king).[62] As British linguist John Rupert Firth says, "You shall know a word by the company it keeps".

The environment in which children live may also impact their ability to acquire reading skills. Children who are regularly exposed to chronic environmental noise pollution, such as highway traffic noise, have been known to show decreased ability to discriminate between phonemes (oral language sounds) as well as lower reading scores on standardized tests.[63]

Reading to children is not the same as teaching children to read, however it does help if the children's attention is directed to the words on the page as they are being read to.[64][65]

Children learn to speak naturally — by listening to other people speak. However, reading is not a natural process, and many children need to learn to read through a process that involves "systematic guidance and feedback".[66][67][68][69]

So, "reading to children is not the same as teaching children to read". Nonetheless, reading to children is important because it socializes them to the activity of reading; it engages them; it expands their knowledge of spoke language; and it enriches their linguistic ability by hearing new and novel words and grammatical structures. Reading and speech are codependent: reading promotes vocabulary development and a richer vocabulary facilitates skilled reading.[70]

However, there is some evidence that "shared reading" with children does help to improve reading if the children's attention is directed to the words on the page as they are being read to.[64][71]

The path to skilled reading involves learning the alphabetic principle, phonemic awareness, phonics, fluency, vocabulary and comprehension.[72]

British psychologist Uta Frith introduced a three stages model to acquire skilled reading. Stage one is the logographic or pictorial stage where students attempt to grasp words as objects, an artificial form of reading. Stage two is the phonological stage where students learn the relationship between the graphemes (letters) and the phonemes (sounds). Stage three is the orthographic stage where students read familiar words more quickly than unfamiliar words, and word length gradually ceases to play a role.[73]

There is some debate as to the optimum age to teach children to read.

The Common Core State Standards Initiative (CCSS) in the USA has standards for foundational reading skills in kindergarten and grade one that include instruction in print concepts, phonological awareness, phonics, word recognition and fluency.[74] However, some critics of CCSS say that "To achieve reading standards usually calls for long hours of drill and worksheets — and reduces other vital areas of learning such as math, science, social studies, art, music and creative play."[75]

The PISA 2007 OECD data from 54 countries demonstrates "no association between school entry age ... and reading achievement at age 15".[76] Also, a German study of 50 kindergartens compared children who, at age 5, had spent a year either "academically focused", or "play-arts focused" and found that in time the two groups became inseparable in reading skill.[77] The authors conclude that the effects of early reading are like "watering a garden before a rainstorm; the earlier watering is rendered undetectable by the rainstorm, the watering wastes precious water, and the watering detracts the gardener from other important preparatory groundwork."[76]

Some scholars favor a developmentally appropriate practice (DPA) in which formal instruction on reading begins when children are about six or seven years old. And to support that theory some point out that children in Finland start school at age 7 (Finland ranked 5th in the 2016 PIRLS international grade four reading achievement.)[78] In a discussion on academic kindergartens, professor of child development David Elkind has argued that, since "there is no solid research demonstrating that early academic training is superior to (or worse than) the more traditional, hands-on model of early education", educators should defer to developmental approaches that provide young children with ample time and opportunity to explore the natural world on their own terms.[79] Elkind emphasized the principle that "early education must start with the child, not with the subject matter to be taught."[79] In response, Grover J. Whitehurst, Director, Brown Center on Education Policy, (part of Brookings Institution)[80] said David Elkind is relying too much on philosophies of education rather than science and research. He continues to say education practices are "doomed to cycles of fad and fancy" until they become more based on evidence-based practice.[81]

On the subject of Finland's academic results, as some researchers point out, prior to starting school Finnish children must participate in one year of compulsory free pre-primary education and most are reading before they start school.[82][83] And, with respect to developmentally appropriate practice (DPA), in 2019 the National Association for the Education of Young Children, Washington, DC released a draft position paper on DPA saying "The notion that young children are not ready for academic subject matter is a misunderstanding of developmentally appropriate practice; particularly in grades 1 through 3, almost all subject matter can be taught in ways that are meaningful and engaging for each child."[84] And, researchers at The Institutes for the Achievement of Human Potential say it is a myth that early readers are bored or become trouble makers in school.[85]

Other researchers and educators favor limited amounts of literacy instruction at the age of four and five, in addition to non-academic, intellectually stimulating activities.[86] Some parents teach their children to read as babies. Some say that babies learn to read differently and more easily than children who learn to read in school from formal instruction. They also suggest, the most important aspect of early (baby) reading is interaction with loving parents and bonding.[87]

There does not appear to be any definitive research about the "magic window" to begin reading instruction.[88] However, there is also no definitive research to suggest that starting early causes any harm. Researcher Timothy Shanahan, suggests, "Start teaching reading from the time you have kids available to teach, and pay attention to how they respond to this instruction—both in terms of how well they are learning what you are teaching, and how happy and invested they seem to be. If you haven't started yet, don't feel guilty, just get going."[89]

Some education researchers suggest the teaching of the various reading components by specific grade levels.[90] The following is one example from Carol Tolman, Ed.D and Louisa Moats, Ed.D that corresponds in many respects with the USA Common Core State Standards Initiative:[91]

Reading time at a primary school in rural Lao PDR, Southeast Asia. In 2017, approximately 70% of 5-year-old children are not enrolled in Early Childhood Education programmes, with those in hard-to-reach areas and from poor families being the most excluded.[96] The daily reading period shown here uses books provided by Big Brother Mouse, a not-for-profit that promotes reading in Lao schools and villages.[97]

The emerging pre-reader stage, also known as reading readiness, usually lasts for the first five years of a child's life.[98] Children typically speak their first few words before their first birthday.[99]

Reading to children helps them to develop their vocabulary, a love of reading, and phonemic awareness, (the ability to hear and manipulate the individual sounds (phonemes) of oral language). And children will often "read" stories they have memorized. However, in the late 1990s United States' researchers found that the traditional way of reading to children made little difference in their later ability to read because children spend relatively little time actually looking at the text. Yet, in a shared reading program with four-year old children, teachers found that directing children's attention to the letters and words (e.g. verbally or pointing to the words) made a significant difference in early reading, spelling and comprehension.[100][101][102][103]

Novice readers continue to develop their phonemic awareness, and come to realise that the letters (graphemes) connect to the sounds (phonemes) of the language; known as decoding, phonics, and the alphabetic principle. They may also memorize the most common letter patterns and some of the frequent words that do not necessarily follow basic phonological rules (e.g. have and who). However, it is a mistake to assume a reader understands the meaning of a text merely because they can decode it. Vocabulary and oral language comprehension are also important parts of text comprehension as described in the Simple view of reading and Scarborough's Reading Rope.

The transition from the novice reader stage to the decoding stage is marked by a reduction of painful pronunciations and in its place the sounds of a smoother, more confident reader.[104] In this phase the reader adds at least 3,000 words to what they can decode. For example, in the English language, readers now learn the variations of the vowel-based rimes (e.g. sat, mat, cat)[105] and vowel pairs (also digraph) (e.g. rain, play, boat)[106]

As readers move forward, they learn the make up of morphemes (i.e. stems, roots, prefixes and suffixes). They learn the common morphemes such as "s" and "ed" and see them as "sight chunks". "The faster a child can see that beheaded is be + head + ed", the faster they will become a more fluent reader.

In the beginning of this stage a child will often be devoting so much mental capacity to the process of decoding that they will have no understanding of the words being read. It is nevertheless an important stage, allowing the child to achieve their ultimate goal of becoming fluent and automatic.

It is in the decoding phase that the child will get to what the story is really about, and to learn to re-read a passage when necessary so as to truly understand it.

The goal of this stage is to "go below the surface of the text", and in the process the reader will build their knowledge of spelling substantially.[107]

Teachers and parents may be tricked by fluent-sounding reading into thinking that a child understands everything that they are reading. As the content of what they are able to read becomes more demanding, good readers will develop knowledge of figurative language and irony which helps them to discover new meanings in the text.

Children improve their comprehension when they use a variety of tools such as connecting prior knowledge, predicting outcomes, drawing inferences, and monitoring gaps in their understanding. One of the most powerful moments is when fluent comprehending readers learn to enter into the lives of imagined heroes and heroines.

The educational psychologist, G. Michael Pressley, concluded there are two important aids to fluent comprehension: explicit instruction in major content areas by a child's teacher, and the child's own desire to read.

At the end of this stage many processes are starting to become automatic, allowing the reader to focus on meaning. With the decoding process almost automatic by this point, the brain learns to integrate more metaphorical, inferential, analogical, background and experiential knowledge. This stage in learning to read will often last until early adulthood.[108]

At the expert stage it will usually only take a reader one-half second to read almost any word.[109] The degree to which expert reading will change over the course of an adult's life depends on what they read and how much they read.

The Simple View of Reading proposes four broad categories of developing readers: typical readers; poor readers; dyslexics; and hyperlexics.

The simple view of reading is a scientific theory about reading comprehension. According to the theory, in order to comprehend what they are reading students need both decoding skills and oral language (listening) comprehension ability. Neither is enough on their own. In other words, they need the ability to recognize and process (e.g., sound out) the text, and the ability to understand the language in which the text is written (i.e., vocabulary, grammar and background knowledge).[124] Students are not reading if they can decode words but do not understand their meaning. Similarly, students are not reading if they cannot decode words that they would ordinarily recognize and understand if they heard them spoken out loud.[125][126][127]

It is expressed in this equation: Decoding × Oral Language Comprehension = Reading Comprehension.[128]

As shown in the graphic, the Simple View of Reading proposes four broad categories of developing readers: typical readers; poor readers (general reading disability); dyslexics;[129] and hyperlexics[130][131]

Hollis Scarborough, the creator of the Reading Rope and senior scientist at Haskins Laboratories, is a leading researcher of early language development and its connection to later literacy.[132]

Scarborough published the Reading Rope infographic in 2001 using strands of rope to illustrate the many ingredients that are involved in becoming a skilled reader. The upper strands represent language-comprehension and reinforce one another. The lower strands represent word-recognition and work together as the reader becomes accurate, fluent, and automatic through practice. The upper and lower strands all weave together to produce a skilled reader.[133]

Several researchers and neuroscientist have attempted to explain how the brain reads. They have written articles and books, and created websites and Youtube videos to help the average consumer.[134][135][136][137]

Neuroscientist Stanislas Dehaene says that a few simple truths should be accepted by all, namely: a) all children have similar brains, are well tuned to systematic grapheme-phoneme correspondences, "and have everything to gain from phonics — the only method that will give them the freedom to read any text", b) classroom size is largely irrelevant if the proper teaching methods are used, c) it is essential to have standardized screening tests for dyslexia, followed by appropriate specialized training, and d) while decoding is essential, vocabulary enrichment is equally important.[138]

Reading is an intensive process in which the eye quickly moves to assimilate the text — seeing just accurately enough to interpret groups of symbols. It is necessary to understand visual perception and eye movement in reading to understand the reading process.

When reading, the eye moves continuously along a line of text, but makes short rapid movements (saccades) intermingled with short stops (fixations). There is considerable variability in fixations (the point at which a saccade jumps to) and saccades between readers, and even for the same person reading a single passage of text. When reading, the eye has a perceptual span of about 20 slots. In the best-case scenario and reading English, when the eye is fixated on a letter, four to five letters to the right and three to four letters to the left can be clearly identified. Beyond that, only the general shape of some letters can be identified.[139]

Research published in 2019 concluded that the silent reading rate of adults in English for non-fiction is in the range of 175 to 300 words per minute (wpm); and for fiction the range is 200 to 320 wpm.[140][141]

Eye fixation point.[142]

In the early 1970s the dual-route hypothesis to reading aloud was proposed, according to which there are two separate mental mechanisms involved in reading aloud, with output from both contributing to the pronunciation of written words.[143][144][145] One mechanism is the lexical route whereby skilled readers can recognize a word as part of their sight vocabulary. The other is the nonlexical or sublexical route, in which the reader "sounds out" (decodes) written words.[145][146]

Evidence-based reading instruction refers to practices having research evidence showing their success in improving reading achievement.[152] It is related to evidence-based education.

Several organizations report on research about reading instruction, for example:

• Best Evidence Encyclopedia (BEE) is a free website created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education and is funded by the Institute of Education Sciences, U.S. Department of Education.[153] In 2019, BEE released a review of research on 48 different programs for struggling readers in elementary schools.[154] Many of the programs used phonics-based teaching and/or one or more other approaches.

The review concludes that a) outcomes were positive for one-to-one tutoring, b) outcomes were positive but not as large for one-to-small group tutoring, c) there were no differences in outcomes between teachers and teaching assistants as tutors, d) technology-supported adaptive instruction did not have positive outcomes, e) whole-class approaches (mostly cooperative learning) and whole-school approaches incorporating tutoring obtained outcomes for struggling readers as large as those found for one- to-one tutoring, and benefitted many more students, and f) approaches mixing classroom and school improvements, with tutoring for the most at-risk students, have the greatest potential for the largest numbers of struggling readers.

• Evidence for ESSA[155] began in 2017 and is produced by the Center for Research and Reform in Education (CRRE)[156] at Johns Hopkins University School of Education, Baltimore, MD.[157] It offers free up-to-date information on current PK-12 programs in reading, math, social-emotional learning, and attendance that meet the standards of the Every Student Succeeds Act (ESSA) (the United States K–12 public education policy signed by President Obama in 2015).[158]

• What Works Clearinghouse (WWC) of Washington, DC,[159] was established in 2002 and evaluates numerous educational programs in twelve categories by the quality and quantity of the evidence and the effectiveness. It is operated by the federal National Center for Education Evaluation and Regional Assistance (NCEE), part of the Institute of Education Sciences (IES)[160] Individual studies are available that have been reviewed by WWC and categorized according to the evidence tiers of the United States Every student succeeds act (ESSA).[161]

Intervention reports are provided for programs according to twelve topics (e.g. literacy, mathematics, science, behavior, etc.).[162]

• The British Educational Research Association (BERA)[163] claims to be the home of educational research in the United Kingdom.[164][165]

• Florida Center for Reading Research is a research center at Florida State University that explores all aspects of reading research. Its Resource Database allows you to search for information based on a variety of criteria.[166]

• Institute of Education Sciences (IES), Washington, DC,[167] is the statistics, research, and evaluation arm of the U.S. Department of Education. It funds independent education research, evaluation and statistics. It published a Synthesis of its Research on Early Intervention and Early Childhood Education in 2013.[168] Its publications and products can be searched by author, subject, etc.[169]

• National Foundation for Educational Research (NFER)[170] is a non-profit research and development organization based in Berkshire, England. It produces independent research and reports about issues across the education system, such as Using Evidence in the Classroom: What Works and Why.[171]

• Office for Standards in Education (Ofsted), in England, conducts research on schools, early education, social care, further education and skills.[172]

• The Ministry of Education, Ontario, Canada offers a site entitled What Works? Research Into Practice. It is a collection of research summaries of promising teaching practice written by experts at Ontario universities.[173]

• RAND Corporation, with offices throughout the world, funds research on early childhood, K-12, and higher education.[174]

• ResearchED,[175] a U.K. based non-profit since 2013 has organized education conferences around the world (e.g. Africa, Australia, Asia, Canada, the E.U., the Middle East, New Zealand, the U.K. and the U.S.A.) featuring researchers and educators in order to "promote collaboration between research-users and research-creators". It has been described as a "grass-roots teacher-led project that aims to make teachers research-literate and pseudo-science proof".[176]

Educators have debated for years about which method is best to teach reading for the English language. There are three main methods, phonics, whole language and balanced literacy. There are also a variety of other areas and practices such as phonemic awareness, fluency, reading comprehension, sight words and sight vocabulary, the three-cueing system (the searchlights model in England), guided reading, shared reading, and leveled reading. Each practice is employed in different manners depending on the country and the specific school division.

In 2001, some researchers reached two conclusions: 1) "mastering the alphabetic principle is essential" and 2) "instructional techniques (namely, phonics) that teach this principle directly are more effective than those that do not". However, while they make it clear they have some fundamental disagreements with some of the claims made by whole-language advocates, some principles of whole language have value such as the need to ensure that students are enthusiastic about books and eager to learn to read.[178]

Phonics emphasizes the alphabetic principle – the idea that letters (graphemes) represent the sounds of speech (phonemes). It is taught in a variety of ways; some are systematic and others are unsystematic. Unsystematic phonics teaches phonics on a "when needed" basis and in no particular sequence. Systematic phonics uses a planned, sequential introduction of a set of phonic elements along with explicit teaching and practice of those elements. The National Reading Panel (NPR) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction.

Phonics approaches include analogy phonics, analytic phonics, embedded phonics with mini-lessons, phonics through spelling, and synthetic phonics.[179][180][181][182][183]

According to a 2018 review of research related to English speaking poor readers, phonics training is effective for improving literacy-related skills, particularly the fluent reading of words and non-words, and the accurate reading of irregular words.[184]

In addition, phonics produces higher achievement for all beginning readers, and the greatest improvement is experienced by students who are at risk of failing to learn to read. While some children are able to infer these rules on their own, some need explicit instruction on phonics rules. Some phonics instruction has marked benefits such as expansion of a student's vocabulary. Overall, children who are directly taught phonics are better at reading, spelling and comprehension.[185]

A disadvantage to teaching phonics is that in some languages, such as English, complex letter-sound correspondences can cause confusion for beginning readers. For this reason, it is recommended that teachers of English-reading begin by introducing the "most frequent sounds" and the "common spellings", and save the less frequent sounds and complex spellings for later. (e.g. the sounds /s/ and /t/ before /v/ and /w/; and the spellings cake before eight and cat before duck).[186][187][188]

Phonics is gaining world-wide acceptance.

Phonics is taught in many different ways and it is often taught together with some of the following: oral language skills,[189][190] concepts about print,[191] phonological awareness, phonemic awareness, phonology, oral reading fluency, vocabulary, syllables, reading comprehension, spelling, word study,[192][193][194] cooperative learning, multisensory learning, and guided reading. And, phonics is often featured in discussions about science of reading,[195][196] and evidence-based practices.

The National Reading Panel (U.S.A. 2000) suggests that phonics be taught together with phonemic awareness, oral fluency, vocabulary and comprehension. Timothy Shanahan (educator), a member of that panel, recommends that primary students receive 60–90 minutes per day of explicit, systematic, literacy instruction time; and that it be divided equally between a) words and word parts (e.g. letters, sounds, decoding and phonemic awareness), b) oral reading fluency, c) reading comprehension, and d) writing.[197] Furthermore, he states that "the phonemic awareness skills found to give the greatest reading advantage to kindergarten and first-grade children are segmenting and blending".[198]

The Ontario Association of Deans of Education (Canada) published research Monograph # 37 entitled Supporting early language and literacy with suggestions for parents and teachers in helping children prior to grade one. It covers the areas of letter names and letter-sound correspondence (phonics), as well as conversation, play-based learning, print, phonological awareness, shared reading, and vocabulary.[199]

Some researchers report that teaching reading without teaching phonics is harmful to large numbers of students; yet not all phonics teaching programs produce effective results. The reason is that the effectiveness of a program depends on using the right curriculum together with the appropriate approach to instruction techniques, classroom management, grouping, and other factors.[200] Louisa Moats, a teacher, psychologist and researcher, has long advocated for reading instruction that is direct, explicit and systematic, covering phoneme awareness, decoding, comprehension, literature appreciation, and daily exposure to a variety of texts. She maintains that "reading failure can be prevented in all but a small percentage of children with serious learning disorders. It is possible to teach most students how to read if we start early and follow the significant body of research showing which practices are most effective."[201]

Interest in evidence-based education appears to be growing.[202] In 2019, Best evidence encyclopedia (BEE) released a review of research on 48 different programs for struggling readers in elementary schools.[203] Many of the programs used phonics-based teaching and/or one or more of the following: cooperative learning, technology-supported adaptive instruction (see Educational technology), metacognitive skills, phonemic awareness, word reading, fluency, vocabulary, multisensory learning, spelling, guided reading, reading comprehension, word analysis, structured curriculum, and balanced literacy (non-phonetic approach).

The BEE review concludes that a) outcomes were positive for one-to-one tutoring, b) outcomes were positive but not as large for one-to-small group tutoring, c) there were no differences in outcomes between teachers and teaching assistants as tutors, d) technology-supported adaptive instruction did not have positive outcomes, e) whole-class approaches (mostly cooperative learning) and whole-school approaches incorporating tutoring obtained outcomes for struggling readers as large as those found for one- to-one tutoring, and benefitted many more students, and f) approaches mixing classroom and school improvements, with tutoring for the most at-risk students, have the greatest potential for the largest numbers of struggling readers.

Robert Slavin, of BEE, goes so far as to suggest that states should "hire thousands of tutors" to support students scoring far below grade level—particularly in elementary school reading. Research, he says, shows "only tutoring, both one-to-one and one-to-small group, in reading and mathematics, had an effect size larger than +0.10 ... averages are around +0.30", and "well-trained teaching assistants using structured tutoring materials or software can obtain outcomes as good as those obtained by certified teachers as tutors".[204]

What works clearinghouse allows you to see the effectiveness of specific programs. For example, as of 2020 they have data on 231 literacy programs. If you filter them by grade 1 only, all class types, all school types, all delivery methods, all program types, and all outcomes you receive 22 programs. You can then view the program details and, if you wish, compare one with another.[205]

Evidence for ESSA[206] (Center for Research and Reform in Education)[207] offers free up-to-date information on current PK-12 programs in reading, writing, math, science, and others that meet the standards of the Every Student Succeeds Act (U.S.A.).[208]

The National Reading Panel concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction.[209]

Systematic phonics is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught explicitly and in a structured, systematic manner. They are systematic because the letters and the sounds they relate to are taught in a specific sequence, as opposed to incidentally or on a "when needed" basis.[210]

The National Reading Panel (NPR) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. The NRP also found that systematic phonics instruction is effective (with varying degrees) when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better. It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.[211]

Systematic phonics is sometimes mischaracterized as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text.[212]

Phonics can be taught systematically in a variety of ways, such as: analogy phonics, analytic phonics, phonics through spelling, and synthetic phonics. However, their effectiveness vary considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the lesson plans, and the time devoted to specific instructions.[213]

Systematic phonics has gained increased acceptance in different parts of the world since the completion of three major studies into teaching reading; one in the US in 2000,[214][215] another in Australia in 2005,[216] and the other in the UK in 2006.[217]

In 2009, the UK Department of Education published a curriculum review that added support for systematic phonics. In fact, systematic phonics in the UK is known as Synthetic phonics.[218]

Beginning as early as 2014, several States in the USA have changed their curriculum to include systematic phonics instruction in elementary school.[219][220][221][222]

In 2018, the State Government of Victoria, Australia, published a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.[223]

Analogy phonics is a particular type of analytic phonics in which the teacher has students analyze phonic elements according to the speech sounds (phonograms) in the word. For example, a type of phonogram (known in linguistics as a rime) is composed of the vowel and the consonant sounds that follow it (e.g. in the words cat, mat and sat, the rime is "at".) Teachers using the analogy method may have students memorize a bank of phonograms, such as -at or -am, or use word families (e.g. can, ran, man, or may, play, say).[224][225]

Analytic phonics does not involve pronouncing individual sounds (phonemes) in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyze letter-sound relationships once the word is identified. For example, students analyze letter-sound correspondences such as the ou spelling of /aʊ/ in shrouds. Also, students might be asked to practice saying words with similar sounds such as ball, bat and bite. Furthermore, students are taught consonant blends (separate, adjacent consonants) as units, such as break or shrouds. [226][227]

Embedded phonics, also known as incidental phonics, is the type of phonics instruction used in whole language programs. It is not systematic phonics. Although phonics skills are de-emphasised in whole language programs, some teachers include phonics "mini-lessons" when students struggle with words while reading from a book. Short lessons are included based on phonics elements the students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the letters that represent them. Embedded phonics is different from other methods because instruction is always in the context of literature rather than in separate lessons about distinct sounds and letters; and skills are taught when an opportunity arises, not systematically.[228][229][230]

For some teachers this is a method of teaching spelling by using the sounds (phonemes).[231] However, it can also be a method of teaching reading by focusing on the sounds and their spelling (i.e. phonemes and syllables). It is taught systematically with guided lessons conducted in a direct and explicit manner including appropriate feedback. Sometimes mnemonic cards containing individual sounds are used to allow the student to practice saying the sounds that are related to a letter or letters (e.g. a, e, i, o, u). Accuracy comes first, followed by speed. The sounds may be grouped by categories such as vowels that sound short (e.g. c-a-t and s-i-t). When the student is comfortable recognizing and saying the sounds, the following steps might be followed: a) the tutor says a target word and the student repeats it out loud, b) the student writes down each individual sound (letter) until the word is completely spelled, saying each sound as it is written, and c) the student says the entire word out loud. An alternate method would be to have the student use mnemonic cards to sound-out (spell) the target word.

Typically, the instruction starts with sounds that have only one letter and simple CVC words such as sat and pin. Then it progresses to longer words, and sounds with more than one letter (e.g. hear and day), and perhaps even syllables (e.g. wa-ter). Sometimes the student practices saying (or sounding-out) cards that contain entire words.[232]

Synthetic phonics, also known as blended phonics, is a systematic phonics method employed to teach students to read by sounding out the letters then blending the sounds to form the word. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. For example, shrouds would be read by pronouncing the sounds for each spelling, sh, r, ou, d, s (IPA /ʃ, r, aʊ, d, z/), then blending those sounds orally to produce a spoken word, sh – r – ou – d – s = shrouds (IPA /ʃraʊdz/). The goal of either a blended phonics or synthetic phonics instructional program is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in England, Scotland and Australia.[233][234][235]

The 2005 Rose Report from the UK concluded that systematic synthetic phonics was the most effective method for teaching reading. It also suggests the "best teaching" included a brisk pace, engaging children's interest with multi-sensory activities and stimulating resources, praise for effort and achievement; and above all, the full backing of the headteacher.[236]

It also has considerable support in some States in the U.S.A.[237] and some support from expert panels in Canada.[238]

In the US, a pilot program using the Core Knowledge Early Literacy program that used this type of phonics approach showed significantly higher results in K-3 reading compared with comparison schools.[239] In addition, several States such as California, Ohio, New York and Arkansas, are promoting the principles of synthetic phonics (see synthetic phonics in the USA).

Resources for teaching phonics are available here

Phonemic awareness is the process by which the phonemes (sounds of oral language) are heard, interpreted, understood and manipulated — unrelated to their grapheme (written language). It is a sub-set of Phonological awareness that includes the manipulation of rhymes, syllables, and onsets and rimes, and is most prevalent in alphabetic systems.[240] The specific part of speech depends on the writing system employed. The National Reading Panel (NPR) concluded that phonemic awareness improves a learner's ability to learn to read. When teaching phonemic awareness, the NRP found that better results were obtained with focused and explicit instruction of one or two elements, over five or more hours, in small groups, and using the corresponding graphemes (letters).[241] See also Speech perception. As mentioned earlier, some researchers feel that the most effective way of teaching phonemic awareness is through segmenting and blending, a key part of synthetic phonics.[242]

A critical aspect of reading comprehension is vocabulary development.[243] When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context. If the development of the child's vocabulary is impeded by things such as ear infections, that inhibit the child from hearing new words consistently, then the development of reading will also be impaired.[244]

Sight words (i.e. high-frequency or common words), sometimes called the "look-say" method or whole-word method, are not a part of the phonics method. They are usually associated with whole language and balanced literacy where students are expected to memorize common words such as those on the Dolch word list and the Fry word list (e.g. a, be, call, do, eat, fall, gave, etc.).[245][246] The supposition (in whole language and balanced literacy) is that students will learn to read more easily if they memorize the most common words they will encounter, especially words that are not easily decoded (i.e. exceptions).

On the other hand using sight words as a method of teaching reading in English is seen as being at odds with the alphabetic principle and treating English as though it was a logographic language (e.g. Chinese or Japanese).[247]

In addition, according to research, whole-word memorisation is "labor-intensive", requiring on average about 35 trials per word.[248] Also, phonics advocates say that most words are decodable, so comparatively few words have to be memorized. And because a child will over time encounter many low-frequency words, "the phonological recoding mechanism is a very powerful, indeed essential, mechanism throughout reading development".[249] Furthermore, researchers suggest that teachers who withhold phonics instruction to make it easier on children "are having the opposite effect" by making it harder for children to gain basic word-recognition skills. They suggest that learners should focus on understanding the principles of phonics so they can recognize the phonemic overlaps among words (e.g. have, had, has, having, haven't, etc.), making it easier to decode them all.[250]

Sight vocabulary is a part of the phonics method. It describes words that are stored in long-term memory and read automatically. Skilled fully-alphabetic readers learn to store words in long-term memory without memorization (i.e. a mental dictionary), making reading and comprehension easier. "Once you know the sound-based way to decode, your mind learns what words look like, even if you're not especially trying to do so."[251] The process, called orthographic mapping, involves decoding, crosschecking, mental marking and rereading. It takes significantly less time than memorization. This process works for fully-alphabetic readers when reading simple decodable words from left to right through the word. Irregular words pose more of a challenge, yet research in 2018 concluded that "fully-alphabetic students" learn irregular words more easily when they use a process called hierarchical decoding. In this process, students, rather than decode from left to right, are taught to focus attention on the irregular elements such as a vowel-digraph and a silent-e; for example, break (b – r – ea – k), height (h – eigh – t), touch (t – ou – ch), and make (m – a – ke). Consequentially, they suggest that teachers and tutors should focus on "teaching decoding with more advanced vowel patterns before expecting young readers to tackle irregular words".[248][252]

Fluency is ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to their background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension.[253]

The NRP describes reading comprehension as a complex cognitive process in which a reader intentionally and interactively engages with the text. The science of reading says that reading comprehension is heavily dependent on word recognition (i.e., phonological awareness, decoding, etc.) and oral language comprehension (i.e., background knowledge, vocabulary, etc.).[254] Phonological awareness and rapid naming predict reading comprehension in second grade but oral language skills account for an additional 13.8% of the variance.[255]

Although widely used, whole-word methods are not supported by science.[256][257]

Whole language has the reputation of being a meaning-based method of teaching reading that emphasizes literature and text comprehension. It discourages any significant use of phonics, if at all.[258] Instead, it trains students to focus on words, sentences and paragraphs as a whole rather than letters and sounds. Students are taught to use context and pictures to "guess" words they do not recognize, or even just skip them and read on. It aims to make reading fun, yet many students struggle to figure out the specific rules of the language on their own, which causes the student's decoding and spelling to suffer.

The following are some features of the whole language philosophy:

• Children are expected to learn to read and write as they learned to talk, that is gradually, without a great deal of direct instruction. (However, researchers and neuroscientists say that learning to read, unlike learning to talk, is not a natural process and many learners require explicit instruction. They point out that millions of adults can speak their language just fine, yet they cannot read their language.)[259][260][261]
• Learning is emphasized more than teaching. It is assumed that the students will learn to read and write, and the teacher facilitates that growth.
• Students read and write every day in a variety of situations.
• Reading, writing, and spoken language are not considered separate components of the curriculum or merely ends in themselves; rather they permeate everything the students are doing.
• There is no division between first learning to read and later reading to learn.[262][263]

As of 2020, whole language is widely used in the U.S.A. and Canada (often as balanced literacy), however, in some US States and many other countries, such as Australia and the United Kingdom, it has lost favor or been abandoned because it is not supported by evidence.[264][265][266] Some notable researchers have clearly stated their disapproval of whole language and whole-word teaching. In his 2009 book, Reading in the brain, cognitive neuroscientist, Stanislas Dehaene, said "cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language' method." He goes on to talk about "the myth of whole-word reading", saying it has been refuted by recent experiments. "We do not recognize a printed word through a holistic grasping of its contours, because our brain breaks it down into letters and graphemes."[256] In addition, cognitive neuroscientist Mark Seidenberg, in his 2017 book Language at the speed of light, refers to whole language as a "theoretical zombie" because it persists in spite of a lack of supporting evidence.[267][268][264]

Balanced literacy is not well defined, however it is intended as a method that combines elements of both phonics and whole language. According to a survey in 2010, 68% of elementary school teachers in the USA profess to use balanced literacy.[269] Furthermore, only 52% of teachers in the USA include phonics in their definition of balanced literacy.

The National Reading Panel concluded that phonics must be integrated with instruction in phonemic awareness, vocabulary, fluency, and comprehension. And, some studies indicate that "the addition of language activities and tutoring to phonics produced larger effects than any of these components in isolation". They suggest that this may be a constructive way to view balanced reading instruction.[270]

However, balanced literacy has received criticism from researchers and others suggesting that, in many instances, it is merely whole language by another name.[271][272][273][274]

According to phonics advocate and cognitive neuroscientist Mark Seidenberg, balanced literacy allows educators to diffuse the reading wars while not making specific recommendations for change. He goes on to say that, in his opinion, the high number of struggling readers in the USA is the result of the manner in which teachers are taught to teach reading.[185][275][276][277] He also says that struggling readers should not be encouraged to skip a challenging word, nor rely on pictures or semantic and syntactic cues to "guess at" a challenging word. Instead, they should use evidence-based decoding methods such as systematic phonics.[278][279][280]

The three-cueing system (the searchlights model in England) is a theory that has been circulating since the 1980s but its roots are in the theories proposed in 1960s by Ken Goodman and Marie Clay that eventually became whole language, reading recovery and guided reading.[281] As of 2010, 75% of teachers in the USA teach the three-cueing system.[282] It proposes that children who are stuck on a word should use various "cues" to figure it out and determine (guess) its meaning. The "meaning cues" are semantic ("does it make sense in the context?"), syntactic (is it a noun, verb, etc.?) and graphophonic (what are the letter-sound relationships?). It is also known as MSV (Meaning, Sentence structure and Visual information such as the letters in the words).

While a cueing system does help students to "make better guesses", it does not help when the words become more sophisticated; and it reduces the amount of practice time available to learn essential decoding skills. Consequently, researchers such as cognitive neuroscientists Mark Seidenberg and professor Timothy Shanahan do not support the theory. They say the three-cueing system's value in reading instruction "is a magnificent work of the imagination", and it developed not because teachers lack integrity, commitment, motivation, sincerity, or intelligence, but because they "were poorly trained and advised" about the science of reading.[283][284][285] In England, the simple view of reading and synthetic phonics are intended to replace "the searchlights multi-cueing model".[286][287] On the other hand, some researchers suggest that "context" can be useful, not to guess a word, but to confirm a word after it has been phonetically decoded.[288]

The three Ps approach is used by teachers, tutors and parents to guide oral reading practice with a struggling reader.[289] For some, it is merely a variation of the above mentioned three-cueing system.

However, for others it is very different.[290] For example: when a student encounters a word they do not know or get it wrong, the three steps are: 1) pause to see if they can fix it themselves, even letting them read on a little, 2) prompt them with strategies to find the correct pronunciation, and 3) praise them directly and genuinely. In the prompt step, the tutor does not suggest the student skip the word or guess the word based on the pictures or the first sound. Instead, they encourage student to use their decoding training to sound out the word, and use the context (meaning) to confirm they have found the correct word.

Guided reading is small group reading instruction that is intended to allow for the differences in students' reading abilities.[291] While they are reading, students are encouraged to use strategies from the three-cueing system, the searchlights model, or MSV.

It is no longer supported by the Primary National Strategy in England as Synthetic phonics is the officially recognized method for teaching reading.[292][293]

In the United States, Guided Reading is part of the Reading Workshop model of reading instruction.

Shared (oral) reading is an activity whereby the teacher and students read from a shared text that is determined to be at the students' reading level.

Leveled reading involves students reading from "leveled books" at an appropriate reading level. A student that struggles with a word is encouraged to use a cueing system (e.g. three-cueing, searchlights model or MSV) to guess its meaning. There are many systems that purport to gauge the students' reading levels using scales incorporating numbers, letters, colors and lexile readability scores.[294]

Silent reading time is a common practice in elementary schools. A 2007 study in the USA found that, on average only 37% of class time was spent on active reading instruction or practice, and the most frequent activity was students reading silently. Based on the limited available studies on silent reading, the NRP concluded that independent silent reading did not prove an effective practice when used as the only type of reading instruction to develop fluency and other reading skills – particularly with students who have not yet developed critical alphabetic and word reading skills.[295] Other studies indicate that unlike silent reading, "oral reading increases phonological effects".

According to some, the classroom method called DEAR (Drop everything and read) is not the best use of classroom time for students who are not yet fluent.[296] However, according to the self-teaching hypothesis, when fluent readers practice decoding words while reading silently, they learn what whole words look like, leading to improved fluency and comprehension.[297]

The suggestion is – "if some students are fluent readers, they could read silently while the teacher works with the struggling readers".

Hieroglyph, one of the earliest forms of writing

Languages such as Chinese and Japanese are normally written (fully or partly) in logograms (hanzi and kanji, respectively), which represent a whole word or morpheme with a single character. There are a large number of characters, and the sound that each makes must be learned directly or from other characters which contain "hints" in them. For example, in Japanese, the On-reading of the kanji 民 is min and the related kanji 眠 shares the same On-reading, min: the right-hand part shows the character's pronunciation. However this is not true for all characters. Kun readings, on the other hand, have to be learned and memorized as there is no way to tell from each character.

Ruby characters are used in textbooks to help children learn the sounds that each logogram makes. These are written in a smaller size, using an alphabetic or syllabic script. For example, hiragana is typically used in Japanese, and the pinyin romanization into Latin alphabet characters is used in Chinese.

The examples above each spell the word kanji, which is made up of two kanji characters: 漢 (kan, written in hiragana as かん), and 字 (ji, written in hiragana as じ).

Textbooks are sometimes edited as a cohesive set across grades so that children will not encounter characters they are not yet expected to have learned.

Brain activity in young and older children can be used to predict future reading skill. Cross model mapping between the orthographic and phonologic areas in the brain are critical in reading. Thus, the amount of activation in the left dorsal inferior frontal gyrus while performing reading tasks can be used to predict later reading ability and advancement. Young children with higher phonological word characteristic processing have significantly better reading skills later on than older children who focus on whole-word orthographic representation.[332]

Difficulty with decoding is marked by having not acquired the phoneme-grapheme mapping concept. One specific disability characterized by poor decoding is dyslexia, defined as brain-based type of learning disability that specifically impairs a person's ability to read.[333] These individuals typically read at levels significantly lower than expected despite having normal intelligence. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Although the symptoms vary from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding.[333] Adults can have either developmental dyslexia[334][335][336][337] or acquired dyslexia which occurs after a brain injury, stroke[338][339] or dementia.[340][341][335][336][338][342]

Average reading rate in words per minute (wpm) depending on age and measured with different tests in English, French and German

Individuals with reading rate difficulties tend to have accurate word recognition and normal comprehension abilities, but their reading speed is below grade level.[343] Strategies such as guided reading (guided, repeated oral-reading instruction), may help improve a reader's reading rate.[344]

Many studies show that increasing reading speed improves comprehension.[345] Reading speed requires a long time to reach adult levels. According to Carver (1990), children's reading speed increases throughout the school years. On average, from grade 2 to college, reading rate increases 14 standard-length words per minute each year (where one standard-length word is defined as six characters in text, including punctuation and spaces).[346]

Scientific studies have demonstrated that speed reading — defined here as capturing and decoding words faster than 900 wpm — is not feasible given the limits set by the anatomy of the eye.[347]

Individuals with reading fluency difficulties fail to maintain a fluid, smooth pace when reading. Strategies used for overcoming reading rate difficulties are also useful in addressing reading fluency issues.[322]

Individuals with reading comprehension difficulties are commonly described as poor comprehenders. They have normal decoding skills as well as a fluid rate of reading, but have difficulty comprehending text when reading. Increasing vocabulary knowledge, listening skills and teaching basic comprehension techniques may help facilitate better reading comprehension. The simple view of reading holds that reading comprehension requires both decoding skills and oral language comprehension ability.[348]

In the United States, the National Assessment of Educational Progress or NAEP ("The Nation's Report Card") is the national assessment of what students know and can do in various subjects. Four of these subjects – reading, writing, mathematics and science – are assessed most frequently and reported at the state and district level, usually for grades 4 and 8.[39]

In 2019, with respect to the reading skills of the nation's grade-four public school students, 34% performed at or above the NAEP Proficient level (solid academic performance) and 65% performed at or above the NAEP Basic level (partial mastery of the proficient level skills). The results by race / ethnicity were as follows:[349]

NAEP reading assessment results are reported as average scores on a 0–500 scale.[350] The Basic Level is 208 and the Proficient Level is 238.[351] The average reading score for grade-four public school students was 219.[352] Female students had an average score that was 7 points higher than male students. Students who were eligible for the National School Lunch Program (NSLP) had an average score that was 28 points lower than that for students who were not eligible.

Reading scores for the individual States and Districts are available on the NAEP site.[353] Between 2017 and 2019 Mississippi was the only State that had a grade-four reading score increase and 17 States had a score decrease.[354][355]

The Programme for the International Assessment of Adult Competencies (PIAAC) is an international study by the Organisation for Economic Co-operation and Development (OECD) of cognitive and workplace skills in 39 countries between 2011–2018.[45] The Survey measures adults' proficiency in key information-processing skills – literacy, numeracy and problem solving. The focus is on the working-age population between the ages of 16 and 65. For example, the study shows the ranking of 38 countries as to the literacy proficiency among adults. According to the 2019 OECD report, the five countries with the highest ranking are Japan, Finland, the Netherlands, Sweden and Australia; whereas Canada is 12th, England (UK) is 16th, and the USA is 19th.[356] It is also worth noting that the PIAAC table A2.1 (2013) shows the percentage of adults reading at-or-below level one (out of five levels). Some examples are Japan 4.9%, Finland 10.6%, Netherlands 11.7%, Australia 12.6%, Sweden 13.3%, Canada 16.4%, England (UK) 16.4%, and the USA 16.9%.[357]

The Progress in International Reading Literacy Study (PIRLS) is an international study of reading (comprehension) achievement in fourth graders.[40] It is designed to measure children's reading literacy achievement, to provide a baseline for future studies of trends in achievement, and to gather information about children's home and school experiences in learning to read. The 2016 PIRLS report shows the 4th grade reading achievement by country in two categories (literary and informational). The ten countries with the highest overall reading average are the Russian Federation, Singapore, Hong Kong SAR, Ireland, Finland, Poland, Northern Ireland, Norway, Chinese Taipei and England (UK). Some others are: the United States 15th, Australia 21st, Canada 23rd, and New Zealand 33rd.[358][359][360]

The Programme for International Student Assessment (PISA) measures 15-year-old school pupils scholastic performance on mathematics, science, and reading.[44] In 2018, of the 79 participating countries/economies, on average, students in Beijing, Shanghai, Jiangsu and Zhejiang (China) and Singapore outperformed students from all other countries in reading, mathematics and science. 21 countries have reading scores above the OECD average scores and many of the scores are not statistically different.[361][362]

In 2000 the National Reading Panel in the U.S.A. identified five ingredients of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.

Following that, several reading research reports were published, for example:

• 2000 – The National Reading Panel (U.S.A.) that identified five ingredients of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.[404]
• 2005 – The Australian report on Teaching reading that supports the use of systematic phonics.[216]
• 2006 – The United Kingdom Independent review of the teaching of early reading (Rose Report 2006) that supports systematic synthetic phonics.[405]

In Australia the 2005 report, Teaching Reading, recommends teaching reading based on evidence and teaching systematic, explicit phonics within an integrated approach.[406][407] The executive summary says "systematic phonics instruction is critical if children are to be taught to read well, whether or not they experience reading difficulties."[408] As of October 5, 2018, The State Government of Victoria, Australia, publishes a website containing a comprehensive Literacy Teaching Toolkit including effective reading instruction, phonics, and sample phonics lessons.[409][410][411]

In Scotland a seven-year study (the Clackmannanshire Report) was published in 2005.[412] It compared analytic phonics with synthetic phonics and advantaged students with disadvantaged students. The report found that, using synthetic phonics children from lower socio-economic backgrounds performed at the same level as children from advantaged backgrounds in primary school (whereas with analytic phonics teaching, they did significantly less well.); and boys performed better than or as well as girls.[413] A five-year follow-up of the study concluded that the beneficial effects were long-lasting, in fact the reading gains increased.[414] Subsequently, Education Scotland concluded that explicit, systematic phonics programs, usually embedded in a rich literacy environment, give an additional four months progress over other programs such as whole language, and are particularly beneficial for young learners (aged 4–7). There is evidence, though less secure, that synthetic phonics programs may be more beneficial than analytic phonics programs; however it is most important to teach systematically.[415]

Until 2006, the English language syllabus of Singapore advocated "a balance between decoding and meaning-based instruction … phonics and whole language". However, a review in 2006 advocated for a "systematic" approach. Subsequently, the syllabus in 2010 had no mention of whole language and advocated for a balance between "systematic and explicit instruction" and "a rich language environment". It called for increased instruction in oral language skills together with phonemic awareness and the key decoding elements of synthetic phonics, analytic phonics and analogy phonics.[416]

In 2007 the Department of Education (DE) in Northern Ireland was required by law to teach children foundational skills in phonological awareness and the understanding that "words are made up of sounds and syllables and that sounds are represented by letters (phoneme/grapheme awareness)".[417] In 2010 the DE required that teachers receive support in using evidence-based practices to teach literacy and numeracy, including: a "systematic programme of high-quality phonics" that is explicit, structured, well-paced, interactive, engaging, and applied in a meaningful context.[418]

In 2010 the Common Core State Standards Initiative was introduced in the USA. The English Language Arts Standards for Reading: Foundational Skills in Grades 1–5 include recommendations to teach print concepts, phonological awareness, phonics and word recognition, and fluency.[419]

In the United Kingdom a 2010 government white paper contained plans to train all primary school teachers in phonics.[420] The 2013 curriculum[421] has "statutory requirements" that, amongst other things, students in years one and two be capable in using systematic synthetic phonics in regards to word reading, reading comprehension, fluency, and writing. This includes having skills in "sound to graphemes", "decoding", and "blending".[422][423]

In 2013, the National Commission for UNESCO launched the Leading for Literacy project to develop the literacy skills of grades 1 and 2 students. The project facilitates the training of primary school teachers in the use of a synthetic phonics program. From 2013 to 2015, the Trinidad & Tobago Ministry of Education appointed seven reading specialist to help primary and secondary school teachers improve their literacy instruction. From February 2014 to January 2016, literacy coaches were hired in selected primary schools to assist teachers of kindergarten, grades 1 and 2 with pedagogy and content of early literacy instruction. Primary schools have been provided with literacy resources for instruction, including phonemic awareness, word recognition, vocabulary manipulatives, phonics and comprehension.

In 2013 the State of Mississippi passed the Literacy-Based Promotion Act.[424][425] The Mississippi Department of Education provided resources for teachers in the areas of phonemic awareness, phonics, vocabulary, fluency, comprehension and reading strategies.[426][39][427]

The school curriculum in Ireland focuses on ensuring children are literate in both the English language and the Irish language. The 2014 teachers' Professional Development guide[428] covers the seven areas of attitude and motivation, fluency, comprehension, word identification, vocabulary, phonological awareness, phonics, and assessment. It recommends that phonics be taught in a systematic and structured way and is preceded by training in phonological awareness.

In 2014 the California Department of Education said children should know how to decode regularly spelled one-syllable words by mid-first grade, and be phonemically aware (especially able to segment and blend phonemes)".[429] In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words.[430]

In 2015 the New York State Public School system revised its English Language Arts learning standards, calling for teaching involving "reading or literacy experiences" as well as phonemic awareness from prekindergarten to grade 1 and phonics and word recognition for grades 1–4.[431] That same year, the Ohio Legislature set minimum standards requiring the use of phonics including guidelines for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension.[432][433][434]

In 2016 the What Works Clearinghouse[435] and the Institute of Education Sciences published an Educator's Practice Guide on Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade.[436] It contains four recommendations to support reading: 1) teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge, 2) develop awareness of the segments of sounds in speech and how they link to letters (phonemic awareness and phonics), 3) teach students to decode words, analyze word parts, and write and recognize words (phonics and synthetic phonics), and 4) ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension.[437][438]

In 2016 the Colorado Department of Education updated their Elementary Teacher Literacy Standards with standards for development in the areas of phonology, phonics and word recognition, fluent automatic reading, vocabulary, text comprehension, handwriting, spelling, and written expression.[439]

The European Literacy Policy Network (ELINET) 2016[440] reports that Hungarian children in grades one and two receive explicit instruction in phonemic awareness and phonics "as the route to decode words". In grades three and four they continue to apply their knowledge of phonics, however the emphasis shifts to the more meaning-focused technical aspects of reading and writing (i.e., vocabulary, types of texts, reading strategies, spelling, punctuation and grammar).[441]

In 2017 the Ohio Department of Education adopted Reading Standards for Foundational Skills K–12 laying out a systematic approach to teaching phonological awareness in kindergarten and grade one, and grade-level phonics and word analysis skills in decoding words (including fluency and comprehension) in grades 1–5.[442]

In 2018 the Arkansas Department of Education published a report about their new initiative known as R.I.S.E., Reading Initiative for Student Excellence, that was the result of The Right to Read Act, passed in 2017.[443] The first goal of this initiative is to provide educators with the in-depth knowledge and skills of "the science of reading" and evidence-based instructional strategies.[444] This included a focus on research-based instruction on phonological awareness, phonics, vocabulary, fluency, and comprehension; specifically systematic and explicit instruction.[445][446]

As of 2018, the Ministry of Education in New Zealand has online information to help teachers to support their students in years 1–3 in relation to sounds, letters, and words. It states that phonics instruction "is not an end in itself" and it is not necessary to teach students "every combination of letters and sounds".[447]

There has been a strong debate in France on the teaching of phonics ("méthode syllabique") versus whole language ("méthode globale"). After the 1990s, supporters of the later started defending a so-called "mixed method" (also known as Balanced literacy) in which approaches from both methods are used. Influential researchers in psycho-pedagogy, cognitive sciences and neurosciences, such as Stanislas Dehaene[448] and Michel Fayol have put their heavy scientific weight on the side of phonics. In 2018 the ministry created a science educational council that openly supported phonics.[449] In April 2018, the minister issued a set of four guiding documents[450] for early teaching of reading and mathematics and a booklet[451] detailing phonics recommendations. Some have described his stance as "traditionalist",[452] but he openly declared that the so-called mixed approach is no serious choice.[453]

In 2019 the Minnesota Department of Education introduced standards requiring school districts to "develop a local literacy plan to ensure that all students have achieved early reading proficiency by no later than the end of third grade" in accordance with a Statute of the Minnesota Legislature requiring elementary teachers to be able to implement comprehensive, scientifically based reading and oral language instruction in the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.[454][455]

Also in 2019, 26% of grade 4 students in Louisiana were reading at the proficiency level according to the Nation's Report Card, as compared to the National Average of 34%.[456] In March 2019 the Louisiana Department of Education revised their curriculum for K-12 English Language Arts including requirements for instruction in the alphabetic principle, phonological awareness, phonics and word recognition, fluency and comprehension.[457][458]

And again in 2019, 30% of grade 4 students in Texas were reading at the proficiency level according to the Nation's Report Card.[459][460][461] In June of that year the Texas Legislature passed a Bill requiring all kindergarten through grade-three teachers and principals to "begin a teacher literacy achievement academy before the 2022–2023 school year".[462] The required content of the academies' training includes the areas of The Science of Teaching Reading, Oral Language, Phonological Awareness, Decoding (i.e. Phonics), Fluency and Comprehension. The goal is to "increase teacher knowledge and implementation of evidence-based practices to positively impact student literacy achievement".[463]

For more information on reading educational developments, see Practices by country or region.

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  Girl Reading (1889), by Fritz von Uhde. Oil paint on canvas
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  Young Girl Reading (1924) by George Goodwin Kilburne
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  Young Girls Reading (1891) by Auguste Renoir
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  A Young Girl Reading (c. 1770), oil painting by Jean-Honoré Fragonard
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  Miss Auras, by John Lavery, depicts a woman reading a book
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  A girl reading from the public domain image book, "What Shall We Do?" "Five Hundred Games and Pastimes" by Dorothy Canfield published in 1907 by Frederick A Stokes Company of New York.
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  Youth reading, Persian miniature by Reza Abbasi (1625-6)
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  Reader, a painting by Honoré Daumier.

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  Three girls reading (1880)
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  Girl reading a book featuring the title 'The Children's Hour' and a photograph of a Hippopotamus in Thebarton Primary School, South Australia (1945)
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  An American girl reading a newspaper (1969)
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  A young woman reading outside in Riverside Park, Manhattan, New York City (2009).