'A comprehensive review of the current state of phonics teaching, from a range of acknowledged experts - this book is an extremely useful contribution to the ongoing debate on the teaching of reading' - Sue Palmer, independent literacy consultant 'The book is approachable yet informed; much of its value lies in its clarity and good sense. The sane voices of the writers bring their wide range of expertise to bear on this most 'hot' of current controversies, offering opinions based on reliable and proven evidence' - Eve Bearne, Faculty of Education, University of Cambridge 'This book should be read by every teacher of reading who works in an English speaking country. Collectively, the authors make a timely and significant contribution to our understanding of how children learn to read, and how teachers can help them learn better. Anyone who has been frustrated by partial and biased rhetoric about teaching phonics will welcome this admirable and timely book' - Colin Harrison, Professor of Literacy Studies in Education at the University of Nottingham 'This book offers a wonderful array of perspectives on the phonics debate. Don't just buy it - read it and discuss it! You'll be empowered and enlivened' - Helen Bromley 'Amid the current and often heated debates about the place of phonics in the teaching of reading following the Rose review (2006), this is a welcome and timely book, which will be an invaluable resource for teachers, students and lecturers who are involved in teacher education...there is something for all readers, whatever their particular perspective' - Journal of Early Childhood Literacy 'A fascinating debate on the nature of phonics and its place in how children learn the fundamental skills of literacy. The book includes analysis and discussion of the most recent research findings and guidance from this country and oversees, including a discussion of the Rose Review and related curriculum guidance. I have finally understood the difference between synthetic and analytic phonics as a result of this book! ...Whilst mainly aimed at primary school teachers this book has much to offer early years practitioners' - Early Talk

This text presents a balanced approach to the debates around the effectiveness of systematic synthetic phonics. It provides an essential resource for student teachers as they develop their understanding of the processes of early reading.

Dr Alastair Daniel, Department of Education, London Metropolitan Uni (City Campus)

essential to anyone working within this area or researching it, does just what it says on the tin!

Dr Liane Purnell, School of teacher Education, Newman University College

An extremely useful review of the key issues surrounding phonics teaching. This is a handy text for anybody grappling with the concepts as well as the policies surrounding the teaching of reading.

Mrs Branwen Bingle, Institute of Education, Worcester Univ.

synthesises a number of relevant research findings and provides a practical element whereby students can ehance their own knowledge.

Mrs Suzanne Horton, Institute of Education, Worcester University

I would strongly recommend this book to anyone looking for a clear introduction to phonics. The text provides useful background knowledge, an introduction to research and some of the current debates surrounding phonics teaching in primary schools. The text contains contributions from a variety of authors on the subject and balances some of the theory underpinning the teaching of phonics with the practical application of classroom pedagogy. There are also tasks and activities which allow the reader to reflect and build upon their own understanding of phonics.

Ms Mary Bennett, Department of Education, Newman College