Gender Differences in Early Reading Strategies: a Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4-5 Year-Old Children

A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach

Digital games in the early childhood classroom: theoretical and practical considerations

Digital games like other forms of play can be scary or fun, challenging or boring, risky or riskless, individual or collective. In every case, they can provide diverse opportunities for learning, exploring, experimenting under the principles of digital game-based learning (DGBL). The current chapter explores the main theoretical implications of the pedagogical value and use of digital games in early childhood classrooms. The aim is to highlight why and how digital games can be used and embedded effectively within early childhood practice, drawing upon examples of research. Three factors are discussed in detail; aspects related to children’s health and children’s participation, aspects related to the design and content of digital games and aspects related to the role of the practitioner while integrating them in preschool practice. Overall, it is argued that digital games can extent children’s learning experiences through the combination of embodiment, active learning, entertainment and gaming