Debates about the most effective ways of teaching early readers have raged for more than half a century. In recent years, government in the UK and in some other English-speaking countries has promoted the teaching of “synthetic phonics” as the key to success in training young readers. Schools were offered government funding to buy approved materials and a new, statutory phonics screening 'check' for all children in Year 1 was introduced. This check was widely criticised, and the governmental instruction to use synthetic phonics as the core reading method met considerable opposition from the profession. To discern the reasons for these concerns, and their validity, the UK National Association for the Teaching of English conducted an on-line survey of teachers' views and practices in relation to the teaching and assessment of early reading. 445 respondents completed the survey. They were asked what weight they placed on phonics when assessing overall reading levels; whether the teaching of phonics impacted on the ways they taught reading and writing, and on the teaching of other subjects; and the impact (if any) that the increased focus on the teaching of phonics had had on comprehension, higher order reading skills, writing and spelling. Other questions included the provision of pupil support and the focus of any school inspection recently experienced. Finally - after giving their views on the purposes of the phonics check and on the way the results should be communicated to parents - respondents were offered an opportunity to communicate any further thoughts or concerns about these issues. A detailed account of these responses is followed by a discussion and evaluation of what they reveal about current practice in teaching early reading in the UK
