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Have universities been approached to do some impartial research on
the effectiveness of THRASS? |
In the 2003 teaching guide TEACHING THRASS (T-50)
there are two direct appeals to universities:
On page 13 of the 'Academic References', it is stated "The authors also believe
that, given the widespread regard for THRASS, the multisensory strategies
recommended in this guide should be investigated by cognitive psychologists
working in university departments who have a particular interest in working
memory, short-term memory (visual or auditory), long-term memory and/or the
acquisition of reading and writing skills (given that there are alternative
views as to how these learned skills should be acquired)."
On page 19 in the 'Don't Forget' pages, it is stated, "Given the widespread
regard for THRASS, and the strength of feeling about the need for teaching
THRASS in teacher training, the authors believe that educational researchers,
especially those in government and university education departments, should seek
to compare the relative contribution of THRASS Whole-Picture Keyword Phonics,
that is "New Phonics", with the 'letter sound' approach of "Old Phonics"
programmes - in terms of, firstly, the improvement in teacher subject knowledge,
secondly, pupil/student progress and, thirdly, the efficient acquisition of
life-long word solving skills (Phonographic Metacognition)."
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