Ellis, Sue (2009) Policy and research : Lessons from the Clackmannanshire synthetic phonics initiative. In: Approaching Difficulties in Literacy Development. Sage, London, pp. 39-51. ISBN 9781848607712
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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.
| Item type: | Book Section |
|---|---|
| ID code: | 20642 |
| Notes: | reprinted from Journal of Early Childhood Literacy December 2007 vol. 7 no. 3, 39-52 |
| Keywords: | policy, research, clackmannanshire, synthetics, phonics, Childrens literature, Primary Education, Education (General) |
| Subjects: | Language and Literature > Childrens literature Education > Theory and practice of education > Primary Education Education > Education (General) |
| Department: | Faculty of Humanities And Social Sciences > Education |
| Related URLs: | |
| Depositing user: | Miss Margaret Ritchie |
| Date Deposited: | 13 Jul 2010 15:23 |
| Last modified: | 26 Apr 2012 21:42 |
| URI: | http://strathprints.strath.ac.uk/id/eprint/20642 |
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