 |  |  |
| Boys do better |
|
|
Boys do better than girls when taught under traditional reading methods
Last updated at 21:07pm on 21.03.07
Add your view
boys in class
Boys can learn to beat girls at reading if they are given old-fashioned teaching methods, claim
psychologists
Boys can learn to beat girls at reading if they are given old-fashioned teaching methods, claim
psychologists.
The use of more traditional phonetics-based lessons helps boys catch up with girls - even doing
better on some tests - and prevents some children from needing 'special' schooling, according
to new research findings.
A study of synthetic phonics also found children from disadvantaged backgrounds do as well as
those from better off homes.
The research, presented at the British Psychological Society's annual conference in York, has
underpinned changes being made in the nation's classrooms.
They have been introduced after damning revelations that four in 10 children have failed to
master the three Rs by the time they leave primary school.
There has also been concern about the growing gender divide in achievement, starting in
primary schools.
Under the synthetic phonics system, children are taught the sounds that make up words rather
than guess at entire words from pictures and story context.
Rhona Johnston, a professor of psychology at Hull University, and Dr Joyce Watson of St
Andrews University, studied the results from 300 children originally given training using synthetic
phonics when they were five.
The progress of the group at primary schools in Clackmannanshire was compared with 237
children using the more usual analytic phonics approach.
Boys taught using synthetic phonics were able to read words significantly better than girls at the
age of seven, with all pupils ahead of the standard for their age.
Boys were 20 months ahead while girls were 14 months more advanced than expected.
At the end of the study, boys' reading comprehension was as good as that of the girls, but their
word reading and spelling was better.
Children from disadvantaged areas who received synthetic phonics training kept up with children
from well off areas until the seventh year at school, whereas those taught with usual methods fell
behind five years earlier.
Prof Johnston said: "The results of this long term study continued to show benefits to children of
using this particular technique of teaching.
"All children can get the most out of learning to read using synthetic phonics.
"We found children were performing well who might otherwise have ended up in special teaching
arrangements," she added.
"Teachers told us they had fewer disciplinary problems and less trouble in the playground
because boys were succeeding and had higher self esteem."
Professor Johnston's work has been influential in persuading the Government to re-write its
national literacy hour - returning to a system that dates back to Victorian times.
Synthetic phonics fell out of favour in the 1960s and 1970s in favour of progressive
'child-centred' learning that was championed for decades by educationalists in the Labour
movement.
Some primary schools have already introduced the system and the remainder are expected to
do so this autumn, said Professor Johnston.
Last updated at 21:07pm on 21.03.07
Add your view
boys in class
Boys can learn to beat girls at reading if they are given old-fashioned teaching methods, claim
psychologists
Boys can learn to beat girls at reading if they are given old-fashioned teaching methods, claim
psychologists.
The use of more traditional phonetics-based lessons helps boys catch up with girls - even doing
better on some tests - and prevents some children from needing 'special' schooling, according
to new research findings.
A study of synthetic phonics also found children from disadvantaged backgrounds do as well as
those from better off homes.
The research, presented at the British Psychological Society's annual conference in York, has
underpinned changes being made in the nation's classrooms.
They have been introduced after damning revelations that four in 10 children have failed to
master the three Rs by the time they leave primary school.
There has also been concern about the growing gender divide in achievement, starting in
primary schools.
Under the synthetic phonics system, children are taught the sounds that make up words rather
than guess at entire words from pictures and story context.
Rhona Johnston, a professor of psychology at Hull University, and Dr Joyce Watson of St
Andrews University, studied the results from 300 children originally given training using synthetic
phonics when they were five.
The progress of the group at primary schools in Clackmannanshire was compared with 237
children using the more usual analytic phonics approach.
Boys taught using synthetic phonics were able to read words significantly better than girls at the
age of seven, with all pupils ahead of the standard for their age.
Boys were 20 months ahead while girls were 14 months more advanced than expected.
At the end of the study, boys' reading comprehension was as good as that of the girls, but their
word reading and spelling was better.
Children from disadvantaged areas who received synthetic phonics training kept up with children
from well off areas until the seventh year at school, whereas those taught with usual methods fell
behind five years earlier.
Prof Johnston said: "The results of this long term study continued to show benefits to children of
using this particular technique of teaching.
"All children can get the most out of learning to read using synthetic phonics.
"We found children were performing well who might otherwise have ended up in special teaching
arrangements," she added.
"Teachers told us they had fewer disciplinary problems and less trouble in the playground
because boys were succeeding and had higher self esteem."
Professor Johnston's work has been influential in persuading the Government to re-write its
national literacy hour - returning to a system that dates back to Victorian times.
Synthetic phonics fell out of favour in the 1960s and 1970s in favour of progressive
'child-centred' learning that was championed for decades by educationalists in the Labour
movement.
Some primary schools have already introduced the system and the remainder are expected to
do so this autumn, said Professor Johnston.
Accelerating Reading and Spelling with Synthetic Phonics: A Five Year
Follow Up
This document is also available in pdf format (312k)
Welcome to Insight
Insight is a publication of the Research, Economic and Corporate Strategy (RECS) Unit, one of four
units in the Information, Analysis and Communication Division, which is responsible for providing
analytical services within the Scottish Executive Education Department (SEED). RECS is a
multidisciplinary unit (consisting of researchers and economists) which undertakes and funds economic
analysis and social research in the fields of: school education; children, young people and social work;
architecture; and tourism, culture and sport.
The Scottish Executive is committed to the use of sound evidence in the development of policy and
practice as well as in the evaluation of policy and its implementation. We therefore want to disseminate
the results of research that SEED has undertaken and funded, in a manner that is accessible,
interesting and attractive.
Insight aims to present the essence of research projects in a format that will be useful and informative
for practitioners, policy makers, parents, academics, and anyone else who has an interest in economic
and social research in these areas.
The views expressed in this Insight are those of the author(s) and do not necessarily reflect those of
the Scottish Executive or any other organisation(s) by whom the author(s) is or are employed.
Copyright © March 2003, Scottish Executive Education Department
ISSN 1478-6788 (Print)
ISSN 1478-6796 (Online)
Insight may be photocopied for use within your own institution.
A limited number of additional copies can be obtained from the Dissemination Officer, Research,
Economic and Corporate Strategy Unit, Scottish Executive Education Department, Victoria Quay,
Edinburgh EH6 6QQ (telephone 0131-244 0092). Copies of Insight and our other publications can also
be downloaded from our website: www.scotland.gov.uk/insight /
|
|
|
|
|
|
|
|
|