The Rose Review of the Teaching of Early Reading: Findings and Recommendations
The Rose Review of the teaching of early reading (2006) identified that developing children's positive attitudes to literacy, from the earliest stage is very important. Write a summary of the report which will inform practitioners of the main findings and recommendations regarding the teaching of reading. Discuss how the findings link to current curricular policy and practice in the teaching of reading.
A debate has been rife in the UK over the past few years as to how best teach children to read, which culminated in an 'Independent Review of the Teaching of Early Reading'. The Rose Review was published in March 2006, in light of Jim Roses' findings it has become a legal obligation for schools to change the way they teach reading. 'Schools will be legally obliged to teach phonics and it will be formally built into the national curriculum. The report has recommended that there should be extra help for children who fall behind' (Aldred, 2006). Rose focused a lot on phonics and also referred to children who had difficulties learning to read. These findings will be discussed further throughout, also building upon the opinions of critics. It has been found that some are in favour of these findings where as some have been critical of the review who find certain faults with it.
In this extensive review by Jim Rose there were many factors discussed in terms of the early reading process, one of the main points Rose focused on was the use of phonics in the process of early reading development. Rose (2006, p.5) states 'the systematic approach, which is generally understood as 'synthetic' phonics, offers the vast majority of young children the most direct route to becoming skilled readers and writers.' This implies phonics is a successful way of teaching reading, however Rose states that it will help the vast majority, noting that some children will need more help than others. 'By definition, phonics emphasises how spellings are related to speech sounds in systematic
A debate has been rife in the UK over the past few years as to how best teach children to read, which culminated in an 'Independent Review of the Teaching of Early Reading'. The Rose Review was published in March 2006, in light of Jim Roses' findings it has become a legal obligation for schools to change the way they teach reading. 'Schools will be legally obliged to teach phonics and it will be formally built into the national curriculum. The report has recommended that there should be extra help for children who fall behind' (Aldred, 2006). Rose focused a lot on phonics and also referred to children who had difficulties learning to read. These findings will be discussed further throughout, also building upon the opinions of critics. It has been found that some are in favour of these findings where as some have been critical of the review who find certain faults with it.
In this extensive review by Jim Rose there were many factors discussed in terms of the early reading process, one of the main points Rose focused on was the use of phonics in the process of early reading development. Rose (2006, p.5) states 'the systematic approach, which is generally understood as 'synthetic' phonics, offers the vast majority of young children the most direct route to becoming skilled readers and writers.' This implies phonics is a successful way of teaching reading, however Rose states that it will help the vast majority, noting that some children will need more help than others. 'By definition, phonics emphasises how spellings are related to speech sounds in systematic