The teaching of early reading has always been controversial and has engaged educationalists in long-lasting debate. The ebbs and flows in the argument have mainly centred on whether a top-down (beginning at the level of whole text) or a bottom-up (beginning at the level of letters and words) approach is best. More recently, the publication of The Rose Review (2006) has resulted in a move to adopting synthetic phonics as a first approach.
- to examine the implementation and requirements of the literacy component of the National Literacy and Numeracy Framework (LNF)
- to evaluate the principles of phonics teaching
- to complete a self-study pack on the teaching of systematic synthetic phonics.