Policy and research: lessons from the Clackmannanshire synthetic phonics initiative

Sue Ellis

Research output: Chapter in Book/Report/Conference proceedingChapter

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Abstract

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
Title of host publicationApproaching Difficulties in Literacy Development
Subtitle of host publicationAssessment, Pedagogy and Programmes
EditorsF Fletcher-Campbell, J Soler, G Reid
Place of PublicationLondon
Pages39-51
Number of pages13
Publication statusPublished - 2009

Keywords

  • policy
  • research
  • clackmannanshire
  • synthetics
  • phonics

Cite this

Ellis, S. (2009). Policy and research: lessons from the Clackmannanshire synthetic phonics initiative. In F. Fletcher-Campbell, J. Soler, & G. Reid (Eds.), Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes (pp. 39-51).