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Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative

University of Strathclyde, Scotland, sue.ellis{at}strath.ac.uk

This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.

Key Words: Clackmannanshire • curriculum policy • early intervention • literacy • staff development • synthetic phonics

Journal of Early Childhood Literacy, Vol. 7, No. 3, 281-297 (2007)
DOI: 10.1177/1468798407083660


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