Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading

Abstract Teaching children to read is one of the most fundamental goals early years and primary education worldwide, as such has attracted a large amount research from range academic disciplines. The aims this paper are: (a) provide new critical examination evidence relevant effective teaching phonics reading in context national curricula internationally; (b) report empirical findings relating England; (c) examine some implications for policy practice. reports two sources: (1) systematic qualitative meta‐synthesis 55 experimental trials that included longitudinal designs; (2) survey 2205 teachers. concludes schools England changed significantly first time modern history, compared other English dominant regions represents an outlier. robust evidence, randomised control with designs, shows approach not sufficiently underpinned by evidence. It recommended curriculum locus political over curriculum, pedagogy assessment should be re‐evaluated. video abstract article available at https://youtu.be/bJImJ79JKNI . Context Rationale study important elements because it children's educational development. For reason vital reading, policies on are informed research. Why matter If being taught appropriate way, practices then will be. Implications practitioners, makers, researchers outcomes teachers England, analysis reviews meta analyses, controlled reported show need changes reading. practice more closely reflect contextualised , or balanced instruction way teach