Bowers, J. Educational Psychology Review (2020) 32:681-705
In this article the author reviews and critiques experimental studies that have assessed the efficacy of systematic phonics instruction. The article claims there is a need for new alternative approaches to reading instruction as the strength of claims and the strength of evidence around phonics instruction is disconnected. The author highlights an approach which teaches students the logic of the writing system through a structured inquiry into words and how they work.