Robyn Ewing 2018
This review of research explores the role of teaching phonics in learning to read. It considers some of the most powerful and well established predictors for success in learning to read including the development of oral language with parents and caregivers; shared reading and access to a range of reading in the home and preschool. It then focuses on developing an understanding of the background to and rationale for the current focus on synthetic phonics in early reading in England, and more recently the suggestion that Australia might introduce a synthetic phonics check for all six-year-olds. Contemporary research about phonics — synthetic and analytic — and the role it plays in learning to read is then considered alongside other strategies.
How children learn to read: reviewing the evidence: https://aeunt.org.au/how-children-learn-to-read-reviewing-the-evidence