This item was published during the term of a previous administration that ended in April 2007
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Call for 'constant innovation' in public services
26/08/2005
Synthetic Phonics, a teaching method proven to improve children's reading, was today highlighted as a 'great example of innovation in public services'.
At Abercromby Primary School in Clackmannanshire, where reading levels have improved significantly, First Minister Jack McConnell praised teachers for the successful use of the method which shows how letter sounds blend together to make words.
he pledged that where such innovative ideas proved a success, they would be spread quickly to the rest of the country.
Mr McConnell said:
"I was keen to see what is happening here in the classrooms of Clackmannanshire.
"Scotland should be the place for creative ideas and this is another example of innovation making a real difference in our public services.
"It shows the ability of Scots, and in particular Scottish teachers, to raise standards and put good ideas into practice.
"Through dedication, hard work and no shortage of inspiration, teachers here in Clackmannanshire are transforming children's' lives.
"Across the country and throughout our public services, new ideas are making life better for Scots on a daily basis. But we must not allow these new practices and innovations to stand alone and be isolated. Where there is success, we must make sure it is spread quickly across the country.
"That is why I can promise that we will make sure every local authority is able to learn the lessons of Clackmannanshire's success."
Synthetic phonics involves teaching children how letter sounds can blend together to make words and to pronounce unfamiliar words. In the Clackmannanshire project, this was done with the aid of magnetic letters.
HMIe inspected the education functions of Clackmannanshire Council in 2003 and found that while the standards of attainment in reading, writing and mathematics in primary schools were below those of comparator authorities, the rate of improvement was greater.
HMIe concluded that there were clear indications that the initiatives taken by the authority, including the use of synthetic phonics, were achieving success and securing improvement. The approach is also used to teach spelling. Synthetic phonics is used in Germany and Austria, generally before children are taught to read.
The Clackmannanshire study, funded by the Executive's Education Department, looked at the effects of synthetic phonics. The research tracked a group of pupils through eight primary schools, subsequently to a synthetic phonics approach in P1.
Based on conventional standardised measures, pupils were on average three and a half years ahead of chronological age in word reading, one and three quarter years ahead in spelling and three and a half months ahead in reading comprehension.
These results were striking in that many of the pupils were from economically disadvantaged backgrounds. Boys in particular appeared to thrive and there was some evidence that synthetic phonics might have specific benefits for under achieving pupils. Headteachers in all researched schools were extremely positive about the programme.
Learning and Teaching Scotland will support fully the sharing of good practice on Synthetic Phonics using the existing network of local authority literacy co-ordinators. The Executive will fund a development officer to take forward this task.