Latest News and Comment from Education

Wednesday, July 25, 2012

Schools Matter: Reduce spelling, grammar, phonics, increase free voluntary reading: Research supports Rosen et al

Schools Matter: Reduce spelling, grammar, phonics, increase free voluntary reading: Research supports Rosen et al:


Reduce spelling, grammar, phonics, increase free voluntary reading: Research supports Rosen et al




Research: Rosen’s writers are right about reading and writing

Sent to the Guardian, July 24, 2012

Research supports Michael Rosen and 90 other writers and artists who urged a reduction in spelling, grammar and phonics teaching and testing, and an increased emphasis on reading for enjoyment (“Children must be free to read for fun,” July 24, 2012).
Studies done over the last 100 years show that spelling instruction has very little effect on spelling accuracy.
Studies done over the last 100 years show that the formal study of grammar does not improve students’ reading and writing.
Studies done over the last 25 years show that heavy phonics study (termed “systematic intensive phonics”) only