The Impact of the Linguistic Phonics Approach on Children’s Reading, Writing & Spelling

Abstract

This study sought to evaluate the impact of the Linguistic Phonics approach on primary pupils’ reading and writing performance and on post-primary pupils’ reading, writing and spelling performance. Quantitative (standardised psychometric tests, a writing frame and questionnaire surveys) and qualitative (one to one, small group interviews and focus group discussions) research tools were utilized in this study. Employing a quasi-experimental design, each of the six primary and five post-primary schools involved in the Linguistic Phonics pilot (LPA) was matched, using a range of socio-demographic indicators, with a school not using this approach (nLPA). In total 916 pupils from 22 schools participated in the study. Since quotients mask the full extent of the differences within and between low ability pupils another measure was sought.