Una revisión bibliográfica sistemática de la investigación sobre Phonics en el mundo anglosajón y en España

  1. Javier Fernández Molina 1
  2. María Tabuenca Cuevas 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2023

Título del ejemplar: Educación para la diversidad, la inclusión y el desarrollo de competencias específicas

Volumen: 52

Número: 1

Páginas: 91-100

Tipo: Artículo

Otras publicaciones en: Aula abierta

Resumen

A growing body of literature recognises the complexity of English literacy. It is well established that Phonics plays a pivotal role in its instruction, despite some uncertainty with regards to the degree to which practitioners should resort exclusively to the synthetic Phonics methodology and materials. This paper seeks to explore the Spanish academics’ contribution to the existing research. The hypothesis established theorizes that research in Spain lags behind investigations worldwide, since these began earlier, so there is a tendency to adhere to that worldwide predisposition. Findings suggest that the scarce research conducted thus far in Spain positively con-tributes to our understanding of the most suitable pedagogy of English literacy in English as a Foreign Language (EFL) environments. Similarly, the results endorse the need to adapt Phonics to non-native speakers. As a conclusion, considerably more work is needed, as many aspects remain to be elucidated of the appropriateness of Phonics within the idiosyncrasy of the Spanish educational system.

Referencias bibliográficas

  • Adams, M. J. (1994). Phonics and Beginning Reading Instruction. Reading, Language, and Literacy (pp. 11-31). Routledge. https://10.4324/9780203052631-6
  • Alexander, P. A. (2020). What research has revealed about readers’ struggles with comprehension in the digital age: Moving beyond the phonics versus whole language debate. Reading Research Quarterly, 55(1), 89-97. https://doi.org/10.1002/rrq.331
  • Andúgar, A., & Cortina, B. (2020). El método phonics como propuesta innovadora para el aprendizaje de inglés en educación infantil. In I. Aznar Díaz, M. P. Cáceres Reche, J. M. Romero Rodríguez & J. A. Marín Marín, (Eds.), Investigación e innovación educativa: tendencias y retos (pp. 707-715). Dykinson S.L. https://bit.ly/3i3CNM0
  • Andúgar, A., Cortina Pérez, B., & Tornel, M.B. (2019). Tratamiento de la lengua extranjera en Educación Infantil en las distintas comunidades autónomas españolas. Profesorado, Revista De Currículum Y Formación Del Profesorado, 23(1), 467-487. https://doi.org/10.30827/profesorado.v23i1.9163
  • Antropova, S. & Colt, F. (2015) Synthetic Phonics in Spain. A myth or a road to literacy? EDULEARN15 Proceedings, 665-674. IATED http://library.iated.org/publications/EDULEARN15
  • Antropova, S., Colt, F., & Lafita, M.C. (2019). Spelling performance by Spanish primary students using English as a second language: analysis of the most common mistakes. EDULEARN19 Proceedings, 514-522. IATED https://bit.ly/36huhpG
  • Apfelbaum, K. S., Hazeltine, E., & McMurray, B. (2013). Statistical learning in reading: Variability in irrelevant letters helps children learn phonics skills. Developmental Psychology, 49(7), 1348-1365. https://doi.org/10.1037/a0029839
  • Bald, J. (2007). Using Phonics to Teach Reading & Spelling. SAGE Publications. https://dx.doi.org/10.4135/9781446214480
  • Baumann, J. F., Hoffman, J. V., Moon, J., & Duffy-Hester, A. M. (1998). Where Are Teachers’ Voices in the Phonics/Whole Language Debate? Results from a Survey of U.S. Elementary Classroom Teachers. The Reading Teacher, 51(8), 636–650. http://www.jstor.org/stable/20201982
  • Bear, D. R., & Templeton, S. (1998). Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary. The Reading Teacher, 52(3), 222-242. http://www.jstor.org/stable/20202044
  • Beard, R., Brooks, G., & Ampaw‐Farr, J. (2019). How linguistically‐informed are phonics programmes? Literacy, 53(2), 86-94. https://doi.org/10.1111/lit.12147
  • Blanco Rodríguez, M. (2002). Evaluación de un programa de enseñanza del sistema fonológico de la lengua inglesa en conjunción con las habilidades básicas de lectoescritura. Aplicación en los primeros niveles de enseñanza primaria (Doctoral dissertation, Universidad de Murcia). https://bit.ly/3JoDEmx
  • Bowers, J. S. (2020). Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction. Educational Psychology Review, 32(3), 681-705. https://doi.org/10.1007/s10648-019-09515-y
  • Bowers, J. S., & Bowers, P. N. (2017). Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System. Educational Psychologist, 52(2), 124-141. http://dx.doi.org/10.1080/00461520.2017.1288571
  • Bowey, J. A. (2006). Need for systematic synthetic phonics teaching within the early reading curriculum. Australian Psychologist, 41(2), 79-84. https://doi.org/10.1080/00050060600610334
  • Bradbury, A. (2018). The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm. British Educational Research Journal, 44(4), 539-556. https://doi.org/10.1002/berj.3449
  • Brady, S.A. (2011) Efficacy of Phonics Teaching for Reading Outcomes: Indications from Post-NRP Research. In Brady, S.A. &
  • Brenner, D. (2007). Strategies for Becoming Involved in Policy: What Was Learned When Faculty Opposed a Stand-Alone Course in Phonics. Journal of Literacy Research, 39(2), 163-171. https://doi.org/10.1080/10862960701331886
  • Brooks, G. (2007). Rationality and phonics: a comment on Wyse and Styles (2007). Literacy, 41(3), 170-173. https://doi.org/10.1111/j.1467-9345.2007.00472_2.x
  • Brown, J., Kim, K., & O’Brien Ramirez, K. (2012). What a teacher hears, what a reader sees: Eye movements from a phonics-taught second grader. Journal of Early Childhood Literacy, 12(2), 202-222. https://doi.org/10.1177/1468798411417081
  • Bruck, M., Treiman, R., Caravolas, M., Genesee, F., & Cassar, M. (1998). Spelling skills of children in whole language and phonics classrooms. Applied Psycholinguistics, 19(4), 669-684. https://doi.org/10.1017/S0142716400010419
  • Bryman, A. (2016). Social research methods. Oxford University Press.
  • Buckingham, J. (2020). Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers. The Educational and Developmental Psychologist, 37(2), 105-113. https://doi.org/10.1017/edp.2020.12
  • Calfee, R. (1998). Phonics and phonemes: Learning to decode and spell in a literature-based program. In J. L. Metsala & L. C. Ehri (Eds.). Word recognition in beginning literacy, 325–350. Routledge. https://doi.org/10.4324/9781410602718
  • Cámara Arenas, E. (2018). EFL Grapho-Phonemics: The “Teachability” of Stressed Vowel Pronunciation Rules. Atlantis, 40(2), 197-218. https://www.jstor.org/stable/26566969
  • Campbell, S. (2015). Feeling the pressure: Early childhood educators' reported views about learning and teaching phonics in Australian prior-to-school settings. The Australian Journal of Language and Literacy, 38(1), 12-26. https://eprints.qut.edu.au/84076/
  • Campbell, S. (2020). Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices. Journal of Early Childhood Literacy, 20(4), 783-814. https://doi.org/10.1177/1468798418791001
  • Campbell, S., Torr, J., & Cologon, K. (2012). Ants, apples and the ABCs: the use of commercial phonics programmes in prior-to-school children's services. Journal of Early Childhood Literacy, 12(4), 367-388. https://doi.org/10.1177/1468798411417377
  • Campbell, S., Torr, J., & Cologon, K. (2014). Pre-packaging preschool literacy: what drives early childhood teachers to use commercially produced phonics programs in prior to school settings. Contemporary Issues in Early Childhood, 15(1), 40-53. https://doi.org/10.2304/ciec.2014.15.1.40
  • Chapman, J. W., Greaney, K. T., Arrow, A. W., & Tunmer, W. E. (2018). Teachers' use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers. Australian Journal of Learning Difficulties, 23(1), 87-104. https://doi.org/10.1080/19404158.2018.1467937
  • Chen, I. (2018). The Application of Augmented Reality in English Phonics Learning Performance of ESL Young Learners. IC3 Proceedings, 255-259. IEEE. https://doi.org/10.1109/IC3.2018.000-7
  • Chew, J. (1997). Traditional Phonics: What It Is and What It Is Not. Journal of Research in Reading, 20(3), 171-183. https://doi.org/10.1111/1467-9817.00031
  • Christensen, C. A., & Bowey, J. A. (2005). The Efficacy of Orthographic Rime, Grapheme-Phoneme Correspondence, and Implicit Phonics Approaches to Teaching Decoding Skills. Scientific Studies of Reading, 9(4), 327-349. https://doi.org/10.1207/s1532799xssr0904_1
  • Chu, M., & Chen, S. (2014). Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading. Psychological Reports, 114(1), 272-291. https://doi.org/10.2466/28.10.PR0.114k17w0
  • Connelly, V., Johnston, R., & Thompson, G. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading & Writing, 14(5), 423-457. https://doi.org/10.1023/A:1011114724881
  • Corral Robles, S., & Hernández Aledo, M. (2021). La relevancia de la música en el aprendizaje del inglés a través del método Jolly Phonics: revisión de la literatura. In Aznar Díaz, I., López Núñez, J.A., Cáceres Reche, M.P., Barros Camargo, C., Hinojo Lucena, F.J., (Eds) Desempeño docente y formación en competencia digital en la era SARS COV 2, 1533-1547. Dykinson. https://dialnet.unirioja.es/servlet/libro?codigo=793078
  • Cunningham, P. M., & Cunningham, J. W. (2002). What we know about how to teach phonics. In A. E. Farstrup & S. J. Samuels, (Eds.), What research has to say about reading instruction (pp. 87-109). https://doi.org/10.1598/0872071774.5
  • Dahl, K. L., & Scharer, P. L. (2000). Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research. The Reading Teacher, 53(7), 584-594. https://www.jstor.org/stable/20204844
  • Dahl, K. L., Scharer, P. L., Lawson, L. L., & Grogan, P. R. (1999). Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms. Reading Research Quarterly, 34(3), 312-341. https://doi.org/10.1598/RRQ.34.3.4
  • Darnell, C. A., Solity, J. E., & Wall, H. (2017). Decoding the phonics screening check. British Educational Research Journal, 43(3), 505-527. https://doi.org/10.1002/berj.3269
  • Davis, A. (2012). A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching 'Methods' Versus Real Teaching. Journal of Philosophy of Education, 46(4), 560-573. https://doi.org/10.1111/j.1467-9752.2012.00879.x
  • Department for Education (2022). Choosing a phonics teaching programme. https://www.gov.uk/government/publications/ choosing-a-phonics-teaching-programme/list-of-phonicsteaching-programmes
  • Double, K. S., McGrane, J. A., Stiff, J. C., & Hopfenbeck, T. N. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220-1234. https://doi.org/10.1002/berj.3559
  • Duff, F. J., Mengoni, S. E., Bailey, A. M., & Snowling, M. J. (2015). Validity and sensitivity of the phonics screening check: implications for practice. Journal of Research in Reading, 38(2), 109-123. https://doi.org/10.1111/1467-9817.12029
  • Ehri, L. C., & Flugman, B. (2017). Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students. Reading & Writing, 31(2), 425-456. https://doi.org/10.1007/s11145-017-9792-7
  • Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis. Review of Educational Research, 71(3), 393-447. https://doi.org/10.3102/00346543071003393
  • Ellis, S. (2007). Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative. Journal of Early Childhood Literacy, 7(3), 281-297. https://doi.org/10.1177/1468798407083660
  • Ellis, S., & Moss, G. (2014). Ethics, education policy and research: the phonics question reconsidered. British Educational Research Journal, 40(2), 241-260. https://doi.org/10.1002/berj.3039
  • Ferreira Mainardi, C., & Morán Suárez, M. A. (2011). La responsabilidad social corporativa (RSC) en las bases de datos Scopus y Wos (estudio bibliométrico). EDICIC, 1(4), 141-160. https://bit.ly/3CI4bIW
  • Fielding-Barnsley, R. (2010). Australian pre-service teachers’ knowledge of phonemic awareness and phonics in the process of learning to read. Australian Journal of Learning Difficulties, 15(1), 99-110. https://doi.org/10.1080/19404150903524606
  • Fletcher, J. M., Savage, R., & Vaughn, S. (2020). A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading. Educational Psychology Review, 33(3), 1249-1274. https://doi.org/10.1007/s10648-020-09580-8
  • Fry, E. (2004). Phonics: A Large Phoneme - Grapheme Frequency Count Revised. Journal of Literacy Research, 36(1), 85-98. https://doi.org/10.1207/s15548430jlr3601_5
  • Garan, E. M. (2001). Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics. Phi Delta Kappan, 82(7), 500-506. https://doi.org/10.1177/003172170108200705
  • Gardner, S. (2008). Transforming Talk And Phonics Practice: Or, How Do Crabs Clap? TESOL Quarterly, 42(2), 261-284. https://doi.org/10.2307/40264450
  • Gates, L., & Yale, I. (2011). A Logical Letter-Sound System in Five Phonic Generalizations. The Reading Teacher, 64(5), 330-339. https://doi.org/10.1598/RT.64.5.3
  • Gibson, H., & England, J. (2016). The inclusion of pseudowords within the year one phonics 'Screening Check' in English primary schools. Cambridge Journal of Education, 46(4), 491-507. https://doi.org/10.1080/0305764X.2015.1067289
  • Goouch, K., & Lambirth, A. (2016). Teaching Early Reading and Phonics (Eds.). SAGE Publications. https://doi.org/10.4135/9781473983786
  • Goswami, U. (2005). Synthetic Phonics and Learning to Read: A Cross-language Perspective. Educational Psychology in Practice, 21(4), 273-282. https://doi.org/10.1080/02667360500344823
  • Gough, D., Oliver, S., & Thomas, J. (2013). Learning from research: systematic reviews for informing policy decisions. Alliance for Useful Evidence. Informit Analysis and Policy Observatory (APO). https://bit.ly/3I7c0ce
  • Groff, P. (1998). Where's the phonics? Making a case for its direct systematic instruction. (response to Diane Lapp and James Flood, The Reading Teacher, May 1997). The Reading Teacher, 52(2), 138-141. https://www.jstor.org/stable/20202029
  • Gunning, T. G. (1995). Word Building: A Strategic Approach to the Teaching of Phonics. The Reading Teacher, 48(6), 484-488. https://www.jstor.org/stable/20201473
  • Gupta, R. (2014). Change in Teaching Practices: Case of Phonics Instruction in India. Procedia, Social and Behavioral Sciences, 116, 3911-3915. https://doi.org/10.1016/j.sbspro.2014.01.865
  • Hall, K. (2006). How children learn to read and how phonics helps. In Lewis, M. & Ellis, S. (Eds.), Phonics: Practice, research and policy, 9-22. SAGE. https://dx.doi.org/10.4135/9781446214428.n2
  • Hammill, D., & Swanson, H. (2006). The National Reading Panel’s Meta‐Analysis of Phonics Instruction: Another Point of View. The Elementary School Journal, 107(1), 17-26. https://doi.org/10.1086/509524
  • Hassan, H. M., Al-Hamadi, A. K., & Al-Saleem, S. M. (2007). Towards Evaluation of Phonics Method for Teaching of Reading Using Artificial Neural Networks (A Cognitive Modeling Approach). IEEE Proceedings, 855-862. https://ieeexplore.ieee.org/document/4458051
  • Hatcher, P. J., Hulme, C., & Snowling, M. J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338-358. https://doi.org/10.1111/j.1469-7610.2004.00225.x
  • Hempenstall, K. (2005). The whole language-phonics controversy: A historical perspective. Australian Journal of Learning Disabilities, 10(3-4), 19-33. https://doi.org/10.1080/19404150509546797
  • Hepplewhite, D. (2006a). The fuh-ss over phonics. 5 to 7 Educator, 2006(17), 15-17. https://doi.org/10.12968/ftse.2005.4.11.19657
  • Hepplewhite, D. (2020). Oxford Phonics Spelling Dictionary. Oxford University Press. https://bit.ly/3CCThE9
  • Hepplewhite, D., & Sayers, J. (2006b). Is the government’s stand on phonics right? Early Years Educator, 7(11), 6-7. https://doi.org/10.12968/eyed.2006.7.11.20702
  • Hernández Tomás, J. (2016) Didáctica de los métodos fónicos para la enseñanza de la lectura del inglés como lengua extranjera en los primeros niveles de enseñanza primaria (Doctoral dissertation, Universidad de Murcia). https://digitum.um.es/digitum/handle/10201/47812
  • Hutchinson Tompkins, R., Ratcliff, N., Jones, C., Russell Vaden, S., Hunt, G., & Chase Sheehan, H. (2012). The myth of the fool proof script: can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program? Early Years, 32(3), 313-323. https://doi.org/10.1080/09575146.2011.651712
  • Ivey, G., & Baker, M. (2004). Phonics instruction for older students? Just say no. Educational leadership, 61(6), 35-39. https://bit.ly/34COtSC
  • Jager Adams, M. (1994) Phonics and Beginning Reading Instruction. In Lehr, F. & Osborn, J. (Eds), Reading, Language, and Literacy, 11-31. Routledge. https://doi.org/10.4324/9780203052631-6
  • Jeynes, W. H. (2008). A Meta-Analysis of the Relationship Between Phonics Instruction and Minority Elementary School Student Academic Achievement. Education and Urban Society, 40(2), 151-166. https://doi.org/10.1177/0013124507304128
  • Johnston, F. P. (2001). The utility of phonic generalizations: let's take another look at Clymer's conclusions: English orthography is not easily reduced to a few rules, but there are some general recommendations for teaching about vowels that can be helpful. The Reading Teacher, 55(2), 132. https://libres.uncg.edu/ir/uncg/f/F_Johnston_Utility_2001.pdf
  • Johnston, R. S., McGeown, S., & Watson, J. E. (2011). Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10-year-old boys and girls. Reading & Writing, 25(6), 1365-1384. https://doi.org/10.1007/s11145-011-9323-x
  • Johnston, R.S, & Watson, J. (2006). Effectiveness of synthetic phonics teaching in developing reading and spelling skills in English-speaking boys and girls. In Joshi, R.M. & Aaron, P.G. (Eds.), Handbook of Orthography and Literacy, 693-706. Routledge. https://doi.org/10.4324/9780203448526
  • Johnston, R.S., Watson, J.E., Logan, S. (2009). Enhancing word reading, spelling and reading comprehension skills with synthetic phonics teaching: studies in Scotland and England. In Wood, D. & Connelly, V. (Eds) Contemporary Perspectives on Reading and Spelling, 233-250. Routledge. https://doi.org/10.4324/9780203877838
  • Jolly, C., George, C., & Gúrriz Muñoz, Y. (2022, June 22-24). New developments, teaching ideas, and how to get the most from Jolly Phonics. Future Challenges in Early Language Learning and Multilingual Education ELLME 2022, Granada. https://congresos.ugr.es/ellme2022/
  • Joseph, L. M. (1999). Developing first graders' phonemic awareness, word identification and spelling: A comparison of two contemporary phonic instructional approaches. Reading Research and Instruction, 39(2), 160-169. https://doi.org/10.1080/19388070009558318
  • Larabee, K. M., Burns, M. K., & McComas, J. J. (2014). Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task. Journal of Behavioral Education, 23(4), 449-469. https://doi.org/10.1007/s10864-014-9214-8
  • Lázaro Ibarrola, A. (2007). Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera de Educación Primaria. Porta Linguarum, 8, 153-167. https://bit.ly/3I93ucL
  • Lewis, M. & Ellis, S. J. (2006). Phonics: Practice, research and policy. SAGE Publications. https://dx.doi.org/10.4135/9781446214428
  • Lloyd Eldredge, J., Quinn, B., & Butterfield, D. D. (1990). Causal Relationships Between Phonics, Reading Comprehension, and Vocabulary Achievement in the Second Grade. The Journal of Educational Research, 83(4), 201-214. https://www.jstor.org/stable/27540385
  • Lloyd, S., Wernham, S., Jolly, C., & Stephen, L. (1998). The phonics handbook. Jolly Learning.
  • López Cirugeda, I, & López Campillo, R.M. (2016). El método sistemático-sintético de lectoescritura Phonics como herramienta para la adquisición de la fonética inglesa. Revista Fuentes, 18(2), 183-195. https://bit.ly/3tRyiJK
  • Machin, S., McNally, S., & Viarengo, M. (2018). Changing how literacy is taught. American Economic Journal. Economic Policy, 10(2), 217-241. http://eprints.lse.ac.uk/88350/
  • Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations of the Names Test: Easy-to-Use Phonics Assessments. The Reading Teacher, 60(2), 114-122. https://www.jstor.org/stable/20204442
  • McArthur, G., Kohnen, S., Jones, K., Eve, P., Banales, E., Larsen, L., & Castles, A. (2015). Replicability of sight word training and phonics training in poor readers: a randomised controlled trial. PeerJ. 3, e922. https://dx.doi.org/10.7717%2Fpeerj.922
  • McArthur, G., Sheehan, Y., Badcock, N. A., Francis, D. A., Wang, H., Kohnen, S., Banales, E., Anandakumar, T., Marinus, E. & Castles, A. (2018). Phonics training for English‐speaking poor readers. Cochrane Library, CD009115. https://doi.org/10.1002/14651858.CD009115.pub2
  • McGeown, S. P., & Medford, E. (2013). Using method of instruction to predict the skills supporting initial reading development: insight from a synthetic phonics approach. Reading & Writing, 27(3), 591-608. https://doi.org/10.1007/s11145-013-9460-5
  • McIntyre, E., Rightmyer, E. C., & Petrosko, J. P. (2008). Scripted and Non-Scripted Reading Instructional Models: Effects on the Phonics and Reading Achievement of First-Grade Struggling Readers. Reading & Writing Quarterly, 24(4), 377-407. https://10.1080/10573560802004464
  • Mesmer, H. A. E., & Griffith, P. L. (2005). Everybody's Selling It-But Just What Is Explicit, Systematic Phonics Instruction? The Reading Teacher, 59(4), 366-376. https://doi.org/10.1598/RT.59.4.6
  • Miskin, R., & Munton, G. (2006). Read Write Inc. Phonics. Oxford University Press.
  • Morrow, L. M., & Tracey, D. H. (1997). Strategies Used for Phonics Instruction in Early Childhood Classrooms. The Reading Teacher, 50(8), 644-651. https://www.jstor.org/stable/20201842
  • Moustafa, M., & Maldonado-Colon, E. (1999). Whole-to-Parts Phonics Instruction: Building on What Children Know to Help Them Know More. The Reading Teacher, 52(5), 448-458. https://www.jstor.org/stable/20202102
  • Nishanimut, S. P., Johnston, R. S., Joshi, R. M., Thomas, P. J., & Padakannaya, P. (2013). Effect of synthetic phonics instruction on literacy skills in an ESL setting. Learning and Individual Differences, 27, 47-53. https://doi.org/10.1016/j.lindif.2013.06.007
  • Norman, K. A., & Calfee, R. C. (2004). Tile Test: A Hands-on Approach for Assessing Phonics in the Early Grades. The Reading Teacher, 58(1), 42-52. https://doi.org/10.1598/RT.58.1.4
  • Ok, M. W., Haggerty, N., & Whaley, A. (2021). Effects of Video Modelling Using an Augmented Reality iPad Application on Phonics Performance of Students Who Struggle with Reading. Reading & Writing Quarterly, 37(2), 101-116. https://doi.org/10.1080/10573569.2020.1723152
  • Osa Bonaba, J. (2015). Potenciando las destrezas de lectura en lengua inglesa en los centros del convenio MEC-British Council: una propuesta para la extensión de oportunidades (Doctoral dissertation, Universidad de Alcalá). https://bit.ly/3MMobyn
  • Pérez Cañado, M. L. (2004). The effects of explicit spelling instruction on the orthographic performance of Spanish students in the third cycle of primary education. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (1), 140-170. https://bit.ly/3KBTlXy
  • Pickering, C., & Byrne, J. (2014). The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers. Higher Education Research and Development, 33(3), 534-548. https://doi.org/10.1080/07294360.2013.841651
  • Price‐Mohr, R. M., & Price, C. B. (2018). Synthetic phonics and decodable instructional reading texts: How far do these support poor readers? Dyslexia, 24(2), 190-196. https://doi.org/10.1002/dys.1581
  • Price-Mohr, R., & Price, C. (2016). Gender Differences in Early Reading Strategies: A Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4–5-Year-Old Children. Early Childhood Education Journal, 45(5), 613-620. https://doi.org/10.1007/s10643-016-0813-y
  • Rasinski, T., Rupley, W. H., & Nichols, W. D. (2008). Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other. The Reading Teacher, 62(3), 257-260. http://dx.doi.org/10.1598/RT.62.3.7
  • Rendón Romero, S. I. (2019). Bilingual Literacy in Early Childhood Education and Primary Education: The Jolly Phonics Method (Doctoral dissertation, Universidad de Sevilla). https://idus.us.es/handle/11441/88039
  • Rendón-Romero, S. I., Navarro-Pablo, M., & García-Jiménez, E. (2019). The biliteracy process in Primary Education: teachers and parents’ perceptions on the use of phonic methods to develop emergent biliteracy skills. Revista Investigación En La Escuela, 93, 31-45. https://doi.org/10.12795/IE.2019.i99.03
  • Rendón-Romero, S. I., Navarro-Pablo, M., & García-Jiménez, E. (2021). Using phonics to develop the emergent English literacy skills of Spanish learners. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 35, 111-128. https://doi.org/10.30827/portalin.v0i35.16876
  • Reutzel, D. R., Brandt, L., Fawson, P. C., & Jones, C. D. (2014). Exploration of the Consortium on Reading Excellence Phonics Survey. The Elementary School Journal, 115(1), 49-72. https://doi.org/10.1086/676946
  • Roberts, T. A., & Meiring, A. (2006). Teaching Phonics in the Context of Children's Literature or Spelling. Journal of Educational Psychology, 98(4), 690-713. https://doi.org/10.1037/0022-0663.98.4.690
  • Rodgers, M., Sowden, A., Petticrew, M., Arai, L., Roberts, H., Britten, N., & Popay, J. (2009). Testing Methodological Guidance on the Conduct of Narrative Synthesis in Systematic Reviews: Effectiveness of intervention to Promote Smoke Alarm Ownership and Function. Evaluation, 15(1), 49-73. https://doi.org/10.1177/1356389008097871
  • Rosowsky, A. (2005). Just when you thought it was safe: synthetic phonics and syncretic literacy practices. English in Education, 39(3), 32-46. https://doi.org/10.1111/j.1754-8845.2005.tb00623.x
  • Rupley, W. H. (2009). Introduction to Direct/Explicit Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Reading & Writing Quarterly, 25(2-3), 119-124. https://doi.org/10.1080/10573560802690189
  • Rymes, B. (2003). Contrasting Zones of Comfortable Competence: Popular Culture in a Phonics Lesson. Linguistics and Education, 14(3-4), 321-335. https://doi.org/10.1016/j.linged.2004.02.008
  • Shapiro, L. R., & Solity, J. (2008). Delivering phonological and phonics training within whole-class teaching. British Journal of Educational Psychology, 78(4), 597-620. https://doi.org/10.1348/000709908X293850
  • Shapiro, L. R., & Solity, J. (2016). Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology, 86(2), 182-203. https://doi.org/10.1111/bjep.12097
  • Skibbe, L. E., Gerde, H. K., Wright, T. S., & Samples-Steele, C. R. (2015). A Content Analysis of Phonological Awareness and Phonics in Commonly Used Head Start Curricula. Early Childhood Education Journal, 44(3), 225-233. https://doi.org/10.1007/s10643-015-0703-8
  • Soler, J., & Openshaw, R. (2007). To be or not to be?’: The politics of teaching phonics in England and New Zealand. Journal of Early Childhood Literacy, 7(3), 333-352. https://doi.org/10.1177/1468798407083662
  • Stahl, S. A. (1992). Saying the "p" Word: Nine Guidelines for Exemplary Phonics Instruction. The Reading Teacher, 45(8), 618-625. https://www.jstor.org/stable/20200939
  • Stahl, S. A. (1998). Teaching children with reading problems to decode: phonics and "not-phonics" instruction. Reading & Writing Quarterly, 14(2), 165-188. https://doi.org/10.1080/1057356980140203
  • Stahl, S. A., Duffy-Hester, A. M., & Stahl, K. A. D. (1998). Everything You Wanted to Know About Phonics (But Were Afraid to Ask). Reading Research Quarterly, 33(3), 338-355. https://doi.org/10.1598/RRQ.33.3.5
  • Statista. (2022). The most spoken languages worldwide in 2022. https://www.statista.com/statistics/266808/the-most-spoken-languagesworldwide/
  • Strauss, S. L. (2004). The Linguistics, Neurology, and Politics of Phonics. Routledge. https://doi.org/10.4324/9781410612014
  • Strauss, S. L., & Altwerger, B. (2007). The logographic nature of English alphabetics and the fallacy of direct intensive phonics instruction. Journal of Early Childhood Literacy, 7(3), 299-319. https://doi.org/10.1177/1468798407083664
  • Stuart, M. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69(4), 587-605. https://doi.org/10.1348/000709999157914
  • Stuebing, K. K., Barth, A. E., Cirino, P. T., Francis, D. J., & Fletcher, J. M. (2008). A Response to Recent Reanalyses of the National Reading Panel Report. Journal of Educational Psychology, 100(1), 123-134. https://doi.org/10.1037/0022-0663.100.1.123
  • Suggate, S. P. (2016). A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities, 49(1), 77-96. https://doi.org/10.1177/0022219414528540
  • Thompson, G. B., McKay, M. F., Fletcher-Flinn, C. M., Connelly, V., Kaa, R. T., & Ewing, J. (2007). Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading & Writing, 21(5), 505-537. https://doi.org/10.1007/s11145-007-9075-9
  • Thompson, G., & Johnston, R. (2007). Visual and orthographic information in learning to read and the influence of phonics instruction. Reading & Writing, 20(9), 859-884. https://doi.org/10.1007/s11145-007-9050-5
  • Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: reading policy and the evidence of effectiveness from a systematic 'tertiary' review. Research Papers in Education, 34(2), 208-238. https://doi.org/10.1080/02671522.2017.1420816
  • Trachtenburg, P. (1990). Using Children’s Literature to Enhance Phonics Instruction. The Reading Teacher, 43(9), 648-654. https://www.jstor.org/stable/20200503
  • Tse, L., & Nicholson, T. (2014). The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools. Frontiers in Psychology, 5, 1222. https://doi.org/10.3389/fpsyg.2014.01222
  • Underhill, A. (2005). Sound foundations. Macmillan Education.
  • Vadasy, P. F., & Sanders, E. A. (2010). Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. Journal of Educational Psychology, 102(4), 786-803. https://doi.org/10.1037/a0019639
  • Vadasy, P. F., & Sanders, E. A. (2011). Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled First Graders: How Language Minority Status and Pretest Characteristics Moderate Treatment Response. Scientific Studies of Reading, 15(6), 471-497. https://doi.org/10.1080/10888438.2010.501091
  • Vadasy, P. F., & Sanders, E. A. (2012). Two-Year Follow-Up of a Kindergarten Phonics Intervention for English Learners and Native English Speakers: Contextualizing Treatment Impacts by Classroom Literacy Instruction. Journal of Educational Psychology, 104(4), 987-1005. https://doi.org/10.1037/a0028163
  • Watts, Z., & Gardner, P. (2013). Is systematic synthetic phonics enough? Examining the benefit of intensive teaching of high frequency words (HFW) in a year one class. Education 3-13, 41(1), 100-109. https://doi.org/10.1080/03004279.2012.710105
  • White, T. G. (2005). Effects of systematic and strategic analogy-based phonics on grade 2 students' word reading and reading comprehension. Reading Research Quarterly, 40(2), 234-255. https://doi.org/10.1598/RRQ.40.2.5
  • Wyse, D. (2000). Phonics-the Whole Story? A critical review of empirical evidence. Educational Studies, 26(3), 355-364. https://doi.org/10.1080/03055690050137150
  • Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal, 34(6), 691-710. https://doi.org/10.1080/01411920802268912
  • Wyse, D., & Styles, M. (2007). Synthetic phonics and the teaching of reading: the debate surrounding England's 'Rose Report'. Literacy, 41(1), 35-42. https://doi.org/10.1111/j.1467-9345.2007.00455.x
  • Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93-112. https://doi.org/10.1177/0739456X17723971