Classroom practice - case study

Introduction to case study

In all the debates about the role of phonics and the kind of phonics we should use, it is important to consider what the different approaches to phonics means in terms of classroom practice. What are the teaching and learning experiences, and what are the outcomes for children who are taught by practitioners with different beliefs about the teaching of phonics?

Here we will look at the experience of a teacher who first used synthetic phonics in Clackmannanshire and describes how she now mixes the approach with more writing and play-based activities in her current school in Stirling.