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Updated: Mar 21, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Differing effects of two synthetic phonics programmes on early reading development.

Laura R Shapiro1, Jonathan Solity2,3

  • 1School of Life and Health Sciences, University of Aston, Birmingham, UK.

The British Journal of Educational Psychology
|May 14, 2016
PubMed
Summary
This summary is machine-generated.

Two synthetic phonics programs for early reading were compared. The Early Reading Research (ERR) program showed benefits for children with lower phonological awareness (PA), while both programs were equally effective for most.

Keywords:
Englishchildrenphonicsphonological awarenessphonological difficultiesreadingsight wordsynthetic phonics

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Area of Science:

  • Education
  • Psychology
  • Linguistics

Background:

  • Synthetic phonics is a common method for teaching reading.
  • It involves teaching letter-sound correspondences and blending sounds.

Purpose of the Study:

  • To compare the effectiveness of two synthetic phonics programs on early reading skills.
  • Investigate the impact of program intensity and approach on reading acquisition.

Main Methods:

  • Children were assigned to either Letters and Sounds (L&S) or Early Reading Research (ERR) programs.
  • Phonological awareness and reading skills were assessed from school entry through the second or third year.

Main Results:

  • Phonological awareness correlated with all reading measures.
  • The L&S program showed a stronger link between phonological awareness and exception word reading.
  • Children with lower initial phonological awareness benefited more from the ERR program.

Conclusions:

  • Both programs were generally effective, but ERR offered advantages for children with lower phonological awareness.
  • The findings suggest that simplifying phonics instruction by focusing on consistent mappings and sight words may be beneficial.