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Here is a copy of the letter,
22 July 2005, to David Cameron, Conservative MP for Witney,
and Nick Gibb, Conservative MP for Bognor Regis, from Alan
Davies, Chartered Educational Psychologist, Chester, asking
for clarification of the Conservative Party’s directive on
the implementation of Synthetic Phonics in British schools.
SYNTHETIC PHONICS: ARTIFICIAL OR NATURAL SYNTHESIS?
Both of you have stated, in writing and on national
television (BBC Newsnight), that synthetic phonics is the
best way of teaching children the basic building blocks of
reading and writing – and the Government should implement
synthetic phonics in British primary schools from next term.
However, there are two main approaches to synthetic phonics
- one starts by using Artificial Synthesis and the other
starts by using Natural Synthesis - and you do not state
which of the two approaches should be implemented. As a
matter of interest, the recent report, overseen by Barry
Sheerman, Labour MP for Huddersfield, Teaching Children To
Read (Education Select Committee, House of Commons) uses the
example: …synthetic phonics involves segmenting words into
the smallest unit of sound, then teaching children to blend
these sounds together to form words. So the word ‘street’ is
broken down into five components: ‘s-t-r-ee-t’. (p13). This
is an excellent explanation of the starting point of Natural
Synthesis but not Artificial Synthesis.
In early 1992, Gyles Brandreth, Conservative MP for Chester,
posted my THRASS synthetic phonics programme (which starts
by using Natural Synthesis) to Kenneth Clarke, Conservative
MP for Rushcliffe, Secretary of State for Education (as
reported by the Chester Evening Leader, 3 February,
attached). A letter of reply stated: “The Department was
interested to receive further information about THRASS and
its approach to the teaching of literacy, which does not
appear incompatible with the requirements of the National
Curriculum. However, as you are aware, it is for local
education authorities and schools, within the broad
framework of the National Curriculum, to determine how
children are taught in schools and what textbooks and
materials are used.”
Now, well over a decade later, THRASS is used in thousands
of schools worldwide, including in Africa. Indeed, a South
African university, University of the Witwatersrand,
Johannesburg, has recently made THRASS training compulsory
for all foundation phase student teachers (130 student
teacher evaluations and 15 video interviews are available
for viewing on www.thrass.co.uk/nm.htm). Related to this,
two senior teachers from Bognor Regis (Mr Gibb’s
constituency), recently completed the two days of THRASS
training in Hampshire (12 July) and wrote:
A very thorough explanation of the concepts and materials.
Pacey, interesting and well presented with action and
humour. AND Enthusiastic, hard hitting, relevant. Great
resources. Really made a difference to my understanding.
On behalf of the thousands of schools that use THRASS
worldwide (Australian school teachers attended over 400 days
of training last year), I would be grateful if you would let
me know if Gyles Brandreth was wasting his time, in sending
my synthetic phonics programme to Kenneth Clarke all those
years ago, because the Conservative Party now favours the
artificial synthesis approach to synthetic phonics? Or do
you favour both approaches?
Copies: Andrew Miller, Labour MP for Ellesmere Port &
Neston; Barry Sheerman, Labour MP for Huddersfield; Ruth
Kelly, Labour MP for Bolton West, Secretary of State for
Education
###
Further
information
UK:
Mike Meade, Media Director, THRASS UK 01829 741413 Mob: 07970
151 738 mikemeade@thrass.co.uk
INTERNATIONAL:
Chris Griffiths, International Development, THRASS UK +30 266
203 1207 chrisgriffiths@thrass.co.uk
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