Margaret M. Clark OBE Education Journal No.352 16.10.18
This article provides a critique of the evidence used to claim the effectiveness of the Phonics Screening Check implemented in the UK. Clark cites academics who make it clear that while there is a place for phonics in the teaching of reading, what they oppose is the UK Ministry’s claim that synthetic phonics should be mandated as the only method of teaching initial literacy. The article outlines that a narrow methodology for teaching reading supports a push for the direct-instruction entrepreneurs, who profit financially when federal and state governments mandate the use of curricular materials like the ones they produce. This article is of interest to educators, parents and policy makers.