Systematic phonics

'''Systematic phonics''' is an umbrella term used to describe phonics approaches that are taught ''explicitly'' and in a ''structured'', systematic manner. They are called ''systematic'' because they involve teaching and practicing a planned, sequential set of phonic elements. Specifically, the letter-sound relations are taught in a "prespecified" sequence, as opposed to incidentally or on a "when needed" basis.<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel|year=2000}}</ref><ref name="Explaining phonics instruction">{{Cite web|url=https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf|title=Explaining Phonics Instruction, An Educator's Guide, International Literacy Association, p.1, 2018|access-date=2021-01-15|archive-date=2020-12-17|archive-url=https://web.archive.org/web/20201217215453/https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf|url-status=live}}</ref><ref>{{Cite web|url=https://www.readingrockets.org/topics/phonics-and-decoding/articles/phonics-instruction-basics|title=Phonics Instruction: The Basics | Reading Rockets|website=www.readingrockets.org}}</ref><ref>{{cite journal|journal=Scientific Studies of Reading|title=Benefits of Systematic Phonics Instruction|date=July 22, 2009|doi=10.1080/10888430903001308|first1=Saskia|last1=de Graaff|first2=Anna|last2=Bosman|first3=Fred|last3=Hasselman|first4=Ludo|last4=Verhoeven}}</ref> thumb|A Course of Study in Phonics (224 lessons), San Francisco, U.S., 1912<ref>{{cite book|title=A Course of Study in Phonics|author1= Johnstone, Corinne H |author2=Burk, Frederic Lister|publisher=Sacramento, F.W. Richardson, Superintendent of State printing|date=1912|oclc=1042899593|author2-link=Frederic Lister Burk}}</ref> In addition to being explicit and structured, systematic phonics is often accompanied by instruction that is cumulative, multisensory, and supported by diagnostics.<ref name="What is SL">{{Cite web|url=https://dyslexiaida.org/what-is-structured-literacy/|title=What Is Structured Literacy, International Dyslexia Association, Pikesville, MD, USA|date=2016}}</ref>

==Overview==

The National Reading Panel (NRP) in the U.S. concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. The NRP also found that systematic phonics instruction is effective (with varying degrees) when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better. It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading-disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.<ref>{{Cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, NICHD, p. 2-92 ... 2–96.|access-date=2021-01-14|archive-date=2023-10-28|archive-url=https://web.archive.org/web/20231028035857/https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|url-status=live}}</ref>

Systematic phonics is sometimes mischaracterised as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text.<ref name="Ehri-Linnea C. 2020">{{cite journal|last=Ehri|first=Linnea C.|title=The science of learning to read words: A case for systematic phonics instruction|journal=Reading Research Quarterly|volume=55S1|issue=334|year=2020|page=S57|doi=10.1037/0022-0663.83.4.451}}</ref>

Phonics can be taught systematically in a variety of ways, such as analogy phonics, analytic phonics, phonics through spelling, and synthetic phonics. However, their effectiveness varies considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the lesson plans, and the time devoted to specific instructions.<ref>{{Cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-date=2010-05-12|title=Independent review of the teaching of early reading, Rose report, 2006, UK, p. 2–89|access-date=2021-01-15}}</ref><ref>{{cite web|url=https://www.edweek.org/teaching-learning/how-do-kids-learn-to-read-what-the-science-says/2019/10|title=How Do Kids Learn to Read? What the Science Says, Edweek|date=October 4, 2019|last1=Schwartz|first1=Sarah|last2=Sparks|first2=Sarah D.}}</ref>

Systematic phonics has gained increased acceptance in different parts of the world since the completion of four major studies into teaching reading: * 2000 – National Reading Panel (NRP) (U.S.) The NRP identified five ingredients of effective reading instruction: ''phonemic awareness, phonics, fluency, vocabulary, and comprehension''. It concluded that systematic phonics instruction is more effective than unsystematic phonics instruction or those with no phonics instruction.<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=Complete report - National Reading Panel}}</ref> * 2005 – Teaching Reading, National Inquiry into the Teaching of Literacy (Australia 2005-The Rowe Report) This report supports the use of Systematic Phonics.<ref>{{cite web|url= https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc|title= Teaching Reading, National Inquiry into the Teaching of Literacy, Commonwealth of Australia |year=2005|ISBN =0 642 77577 X }}</ref><ref>{{Cite web|url=https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/teaching-and-learning-resources/literacy/effective-reading-in-the-early-years-of-school/phonics.html|title=Phonics|first=Teaching and Learning|last=Support|date=August 20, 2025|website=education.nsw.gov.au}}</ref> * 2006 – Independent review of the teaching of early reading (Rose Report 2006) (England) The Rose Report supports Synthetic phonics.<ref>{{Cite web | url = https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf | title = Independent review of the teaching of early reading | access-date = 2011-08-24 | last = Rose | first = Jim | year = 2006 | work = Department for Education and Skills | archive-date = 2013-03-21 | archive-url = http://webarchive.nationalarchives.gov.uk/20130321055757/https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf }}</ref> * 2022 – Right to Read inquiry report (R2R) (Canada) The R2R report from the Ontario Human Rights Commission (OHRC) says that teachers need to be trained in evidence-based instruction methods and concludes that Structured literacy "is the most effective way to teach early reading".{{refn|Sources:<ref>{{cite book|url=https://www.ohrc.on.ca/sites/default/files/FINAL%20R2R%20REPORT%20DESIGNED%20April%2012.pdf|title=Full report, Right to read report|date=January 27, 2022|publisher=Ontario Human Rights Commission |isbn=978-1-4868-5834-7}}</ref><ref>{{cite web|url=https://educhatter.wordpress.com/2022/03/18/right-to-read-whats-standing-in-the-way-of-fixing-early-reading/|title=Right to read, what's standing in the way of fixing early reading|date=March 18, 2022}}</ref><ref>{{cite web|title=Structured Literacy Compared to Balanced Literacy: A meta analysis|url=https://doi.org/10.17605%2FOSF.IO%2FK7Y4C|year=2024|doi=10.17605/OSF.IO/K7Y4C|last1=Hansford|first1=Nathaniel|last2=Dueker|first2=Scott|last3= Garforth|first3=Kathryn|last4= Grande|first4=Jill D.}}</ref><ref>{{cite web|url=https://www.readingrockets.org/sites/default/files/guide/IDA-Structured-Literacy-Brief.pdf|title=Structured Literacy, An Introductory Guide, International Dyslexia Association|year=2019}}</ref>}}

In 2009, the Department for Education in the UK published a curriculum review for England that added support for systematic phonics.<ref name="auto2">{{Cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100205061400/http://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf|archive-date=2010-02-05|title=Independent Review of the Primary Curriculum|access-date=2021-01-15}}</ref> In fact, systematic phonics in the UK is known as synthetic phonics (see below).<ref name="auto1">{{cite web |url=http://www.education.gov.uk/publications/eOrderingDownload/0201-2006pdf-EN-01.pdf |archive-url=http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/0201-2006pdf-EN-01.pdf |archive-date=2013-04-01 |title=Independent review of the teaching of early reading |year=2006|access-date=2014-06-16}}</ref>

Beginning as early as 2014, several states in the United States have changed their curriculum to include systematic phonics instruction in elementary school, as it relates to evidence-based practices and the science of reading.<ref name="1b">{{Cite web|url=http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|title=Reading Initiative for Student Excellence, arkansased.gov/divisions/learning-services, Five components of reading, 2018|access-date=2021-01-15|archive-date=2019-07-30|archive-url=https://web.archive.org/web/20190730065851/http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas}}</ref><ref>{{cite web|url=https://www.edweek.org/teaching-learning/which-states-have-passed-science-of-reading-laws-whats-in-them/2022/07?utm_source=nl&utm_medium=eml&utm_campaign=eu&M=16047360&UUID=6a0c64198acb1707042a63f7df9be9be&T=20884507|title=Which States Have Passed 'Science of Reading' Laws? What's in Them, Edweek|date=October 9, 2025|author=Sarah Schwartz |work=Education Week }}</ref>

In 2018, the State Government of Victoria, Australia, published a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.<ref name="Effective Reading Instruction, Victoria, Australia">{{Cite web|url=https://www.education.vic.gov.au:443/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/effectivereading.aspx|title=Effective reading instruction|website=www.education.vic.gov.au}}</ref>

==Possible types of systematic phonics programs== The following types of phonics programs have the potential to become ''systematic'' provided they meet the criteria mentioned earlier.

=== Analytic phonics and analogy phonics === {{Main|Analytic phonics}}

''Analytic phonics'' does not involve pronouncing individual sounds (phonemes) in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyse letter-sound relationships once the word is identified. For example, students might be asked to practice saying words with similar sounds such as ''b''all, ''b''at and ''b''ite. Furthermore, students are taught consonant blends (separate, adjacent consonants) as units, such as ''br'' in break and or ''shr'' in shrouds.<ref name=":3"/><ref>{{Cite web|url=https://www.ldaustralia.org/utgp.html|title=Understanding Terminology of Grammar and Phonics|access-date=2021-01-15|archive-date=2020-06-05|archive-url=https://web.archive.org/web/20200605124753/https://www.ldaustralia.org/utgp.html|url-status=dead}}</ref>

'''Analogy phonics''' is a particular type of analytic phonics in which the teacher has students analyse phonic elements according to the speech sounds (phonograms) in the word. For example, a type of phonogram (known in linguistics as a rime) is composed of the vowel and the consonant sounds that follow it (e.g. in the words ''cat, mat and sat,'' the rime is "''at''".) Teachers using the analogy method may have students memorize a bank of phonograms, such as ''-at'' or ''-am'', or use word families (e.g., c''an'', r''an'', m''an'', or m''ay'', pl''ay'', s''ay'').<ref name="Analogy based phonics, LD Online">{{Cite web|url=http://www.ldonline.org/glossary/Analogy-based_phonics|title=Analogy based phonics, LD Online|access-date=2021-01-15|archive-date=2021-04-17|archive-url=https://web.archive.org/web/20210417212110/http://www.ldonline.org/glossary/Analogy-based_phonics|url-status=dead}}</ref><ref name=":3">{{Cite web |url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel| pages= 2–89}}</ref><ref>{{Cite web|url=https://www.readingrockets.org/topics/activities/articles/meet-word-families|title=Meet the Word Families | Reading Rockets|website=www.readingrockets.org}}</ref>

There have been studies on the effectiveness of instruction using analytic phonics vs. synthetic phonics. Johnston et al. (2012) conducted experimental research studies that tested the effectiveness of phonics learning instruction among 10-year-old boys and girls.<ref name=":2_2">{{Cite journal |last1=Johnston |first1=R. S |last2=McGeown |first2=S |last3=Watson |first3=J. E. |date=2012 |title=Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. |journal=Reading and Writing |volume=v25 n6 |issue=6 |pages=1365–1384 |doi=10.1007/s11145-011-9323-x |s2cid=55324494 |url=https://hull-repository.worktribe.com/file/464897/1/Long.pdf }}</ref> They used comparative data from the Clackmannanshire Report and chose 393 participants to compare synthetic phonics instruction and analytic phonics instruction.<ref name="auto6">{{Cite web |url=http://www.gov.scot/Publications/2005/02/20682/52383|archive-url=https://web.archive.org/web/20150222153240/http://www.gov.scot/Publications/2005/02/20682/52383|url-status=dead|archive-date=2015-02-22|title=Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk }}</ref><ref name=":2_2" /> The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. On the other hand, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. And, synthetic phonics did not lead to any impairment in the reading of irregular words.<ref name=":2_2" />

=== Phonics through spelling === For some teachers, this is a method of teaching ''spelling'' by using the sounds (phonemes).<ref>{{Cite web|url=https://www.readingrockets.org/article/phonics-instruction|title= Phonics instruction, Reading Rockets|date= 24 April 2013}}</ref> However, it can also be a method of teaching ''reading'' by focusing on the sounds and their spelling (i.e., phonemes and syllables). It is taught systematically with guided lessons conducted in a direct and explicit manner including appropriate feedback. Sometimes mnemonic cards containing individual sounds are used to allow the student to practice saying the sounds that are related to a letter or letters (e.g., ''a'', ''e'', ''i'', ''o'', ''u''). Accuracy comes first, followed by speed. The sounds may be grouped by categories such as vowels that sound short (e.g., c-''a''-t and s-''i''-t). When the student is comfortable recognizing and saying the sounds, the following steps might be followed: a) the tutor says a target word and the student repeats it out loud, b) the student writes down each individual sound (letter) until the word is completely spelled, saying each sound as it is written, and c) the student says the entire word out loud. An alternate method would be to have the student use mnemonic cards to sound-out (spell) the target word.

Typically, the instruction starts with sounds that have only one letter and simple CVC words such as ''sat'' and ''pin''. Then it progresses to longer words, and sounds with more than one letter (e.g., h''ea''r and d''ay''), and perhaps even syllables (e.g., wa-ter). Sometimes the student practices by saying (or sounding-out) cards that contain entire words.<ref>{{cite journal|title=Response to Phonics Through Spelling Intervention in Children With Dyslexia |journal=Reading & Writing Quarterly |issn=1057-3569 |date=2020-01-13|doi=10.1080/10573569.2019.1707732|s2cid=212828096|last1=Van Rijthoven |first1=Robin |last2=Kleemans |first2=Tijs |last3=Segers |first3=Eliane |last4=Verhoeven |first4=Ludo |volume=37 |pages=17–31 |doi-access=free |hdl=2066/219397 |hdl-access=free }}</ref>

=== Structured literacy === {{Main|Structured literacy}}

Structured literacy has many of the elements of systematic phonics and few of the elements of balanced literacy.<ref>{{Cite web|url=https://iowareadingresearch.org/blog/structured-and-balanced-literacy|title=An Explanation of Structured Literacy, and a Comparison to Balanced Literacy, Iowa Reading Research Center, Iowa City, IA, USA|date=2019-04-09}}</ref> It is defined as explicit, systematic teaching that focuses on phonological awareness, word recognition, phonics and decoding, spelling, and syntax at the sentence and paragraph levels. It is considered to be beneficial for all early literacy learners, especially those with dyslexia.<ref name="auto">{{Cite web|url=https://files.eric.ed.gov/fulltext/ED405673.pdf|title=The Use of a Structured Literacy Program to Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes|publisher= School of Education Macquarie University|location= Sydney, NSW, Australia|author1=Center, Yola |author2=Freeman, Louela|date=1996}}</ref><ref>{{cite journal|title=Structured Literacy and Typical Literacy Practices|author=Spear-Swerling, Louise|date=2019-01-23|doi=10.1177/0040059917750160|s2cid=149516059 |journal=Council for Exceptional Children, Arlington, VA, USA|volume=51|issue=3}}</ref><ref>{{cite web|url=https://fcpp.org/2025/03/29/our-kids-are-struggling-to-read-phonics-is-the-easy-fix/|title=OUR KIDS ARE STRUGGLING TO READ. PHONICS IS THE EASY FIX, The Frontier Centre for Public Policy|date=March 29, 2025|author=Michael Zwaagstra}}</ref>

According to the International Dyslexia Association, structured literacy contains the elements of phonology and phonemic awareness, sound-symbol association (the alphabetic principle and phonics), syllables, morphology, syntax, and semantics. The elements are taught using methods that are systematic, cumulative, explicit, multisensory, and use diagnostic assessment.<ref name="What is SL"/>

A meta-analysis published in 2024 concluded that ''Structured literacy'' approaches "tend to yield larger positive effects on student learning as compared to ''balanced literacy'' approaches". Structured literacy was found to have a mean unweighted effect size of .47, and a fixed weighted mean effect size of .44. (meta-analysis 2024)<ref>{{cite web|url=https://www.researchgate.net/publication/387497935 |year=2024|doi=10.17605/OSF.IO/K7Y4C|last1=Hansford|first1=Nathaniel|last2=Dueker|first2=Scott|last3= Garforth|first3=Kathryn|last4= Grande|first4=Jill D.|title=Structured Literacy Compared to Balanced Literacy: A meta-analysis}}</ref>

There is general agreement that SL is beneficial for all ''early literacy learners'', especially those with reading disabilities such as dyslexia.<ref name="What is SL"/>{{refn|Sources:<ref>{{cite journal|title=Structured Literacy and Typical Literacy Practices|author= Louise Spear-Swerling|date=2018-01-23|doi=10.1177/0040059917750160|s2cid=149516059 |journal=Council for Exceptional Children, Arlington, VA, USA|volume=51|issue=3}}</ref><ref name="auto"/><ref>{{cite web|url=https://ies.ed.gov/learn/blog/partner-spotlight-putting-science-reading-practice|title=Partner spotlight: Putting the science of reading into practice|author=Heidi Turchan|date=March 28, 2023}}</ref><ref>{{cite web|url=https://www.cde.state.co.us/cdesped/dyslexia-structuredliteracy|title=Colorado dyslexia handbook, Structured literacy}}</ref><ref>{{cite web|url=https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language/context/considerations-program-planning|title=Instructional Approaches in Language, Department of education, Ontario Canada|year=2023}}</ref>}} However, according to professor Mark Seidenberg, while SL is necessary for students with special needs (e.g., to overcome dyslexia), he suggests that teachers strike a balance between implicit instruction and explicit instruction, with explicit instruction for all students at the start, followed by implicit instruction for all students except dyslexics (who continue to receive explicit instruction as required)<ref>{{cite web|url=https://www.seidenbergreading.net/blog/on-structured-literacy-in-the-science-of-reading|title=On Structured Literacy in the Science of Reading|date=October 24, 2025|author=Mark Seidenberg}}</ref>

Another example of using a structured approach to teach reading is the UFLI Foundations curriculum, which was developed by researchers at the University of Florida Literacy Institute. Using this program, kindergarteners and 1st-graders progressed much quicker in terms of reading skills than students receiving regular teaching.<ref>{{Cite web|url=https://ufli.education.ufl.edu/foundations/|title=UFLI Foundations | U F Literacy Institute}}</ref><ref>{{cite web|url=https://www.edweek.org/teaching-learning/researchers-created-a-phonics-program-with-dramatic-results-how-it-works/2025/01|title=Researchers Created a Phonics Program With 'Dramatic' Results. How It Works, Education Week|date=January 17, 2025|author=Sarah Schwartz |work=Education Week }}</ref>

===Synthetic phonics=== {{Main|Synthetic phonics}} As mentioned, ''Synthetic phonics'' is the officially recognized name for Systematic phonics in the UK. <ref name="auto2"/><ref name="auto1"/> It uses the concept of 'synthesising', which means 'putting together' or 'blending'. This is where sounds prompted by the letters are synthesised to pronounce the word.

Synthetic phonics refers to a family of programs which aim to teach reading and writing through the following methods:<ref name="Phonics">{{Cite web|url=https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics|title=Phonics|website=EEF}}</ref><ref name="Validation">{{Cite web|url=https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation|title=Validation of systematic synthetic phonics programmes: supporting documentation|website=GOV.UK}}</ref> * Teaching students the correspondence between ''written letters'' (graphemes) and ''speech sounds'' (phonemes).<ref name="Phonics"/><ref name="Validation"/> * Teaching students to ''read words'' by '''blending''': identifying the graphemes (letters) in the word, recalling the corresponding phonemes (sounds), and saying the phonemes together to form the sound of the whole word.<ref name="Phonics"/><ref name="Validation"/> * Teaching students to ''write words'' by '''segmenting''' spoken words: identifying the phonemes of the word, recalling the corresponding graphemes, then writing the graphemes together to form the written word.<ref name="Phonics"/><ref name="Validation"/>

Synthetic phonics programs have some or all of the following characteristics:<ref name="vanderbilt Phonics">{{cite web |url=https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf |title=Literacy teaching guide: Phonics |access-date=2018-01-05 |archive-date=2018-01-06 |archive-url=https://web.archive.org/web/20180106071212/https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf |url-status=dead }}</ref><ref name="Explaining phonics instruction"/><ref>{{Cite web|url=https://www.edu.gov.on.ca/eng/document/reports/reading/reading.pdf|title=Early Reading Strategy|website=www.edu.gov.on.ca|archive-url=http://web.archive.org/web/20120503125249/https://www.edu.gov.on.ca/eng/document/reports/reading/reading.pdf|archive-date=2012-05-03}}</ref> * Teaching letter-sounds out of alphabetic order, following an order determined by the number of words that can be spelled with those letter-sounds at an early stage (e.g., more than 50 words can be spelled using only the most common sounds corresponding to s, a, t, i, p, n). * Teaching the reading and writing of words in order of increasing irregularity, in other words teaching words which use typical letter-sounds first (e.g. ''fan'' and ''ape''), and teaching words with more unusual letter-sounds later (e.g. ''phone'' and ''eight'').

The NRP also says the phonemic awareness skills found to give the greatest reading advantage to kindergarten and first-grade children are segmenting and blending, a key part of synthetic phonics.<ref>{{Cite web|url=https://files.eric.ed.gov/fulltext/ED489535.pdf|title=THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers, Timothy Shanahan}}</ref>

On the other hand, Timothy Shanahan, a member of the NRP, believes that, based on that report, there is no significant difference between analytic phonics and synthetic phonics, so you should "add some synthetic or analytic instruction" depending on what works best for the learners.<ref>{{cite web|url=https://www.shanahanonliteracy.com/blog/synthetic-phonics-or-systematic-phonics-what-does-research-really-say|title=Synthetic Phonics or Systematic Phonics? What Does Research Really Say|author=Timothy Shanahan}}</ref>

==See also== {{Portal|Education|Linguistics|Psychology}} {{div col}} * Evidence-based education * Phonics * Reading * Reading comprehension * Reading disability * Reading for special needs * Science of reading * Simple view of reading * Structured literacy * Synthetic phonics {{div col end}}

== References == {{Reflist}} Category:Learning to read Category:Literacy