Jeffrey S. Bowers
Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction
University of Bristol
abstract widespread consensus research community reading instruction english first focus teaching letter grapheme sound phoneme correspondences rather adopt meaningbased reading approaches whole language instruction initial reading instruction emphasize systematic phonics systematic review show conclusion justified based exhaustive review 12 metaanalyses assessed efficacy systematic phonics b summarizing outcomes teaching systematic phonics state schools england since 2007 failure obtain evidence support systematic phonics taken argument support whole language related methods rather highlights need explore alternative approaches reading instruction