Policy and research: Lessons from the Clackmannanshire synthetic phonics initiative

Sue Ellis

Research output: Contribution to journalArticlepeer-review

35 Citations (Scopus)


This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.
Original languageEnglish
Pages (from-to)281-297
Number of pages17
JournalJournal of Early Childhood Literacy
Issue number3
Publication statusPublished - Dec 2007


  • Clackmannanshire
  • curriculum policy
  • early intervention
  • staff development
  • synthetic phonics


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