Robert Mackenzie Johnston|Sarah McGeown|Joyce Watson
Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls
University of Hull|University of Hull|University of Hull
comparison made 10yearold boys girls learnt read analytic synthetic phonics methods part early literacy programmes boys taught synthetic phonics method better word reading girls classes spelling reading comprehension good contrast analytic phonics teaching although boys performed well girls word reading inferior spelling reading comprehension overall group taught synthetic phonics better word reading spelling reading comprehension evidence synthetic phonics approach early teaches children blend letter sounds order read unfamiliar words led impairment reading irregular words