Petitioner: Anne Glennie
Status:
Lodged
Date Lodged:
09 August 2017
Calling on the Scottish Parliament to urge the Scottish Government to i) provide national guidance, support, and professional learning for teachers in research-informed reading instruction, specifically systematic synthetic phonics; ii) ensure teacher training institutions train new teachers in research-informed reading instruction, specifically systematic synthetic phonics.
This petition has now been referred to the Education and Skills Committee. You can view any further updates on this petition on the Education and Skills Committee's webpage
Summary:
9 November 2017: The Committee agreed to write to the Scottish Government, the General Teaching Council for Scotland, the Educational Institute of Scotland, the Scottish Secondary Teachers' Association, the National Association of Schoolmasters Union of Women Teachers, and teacher training institutions in Scotland. Link to Official Report 09 November 2017
15 March 2018: The Committee agreed to write to the Deputy First Minister and initial teacher education institutions. Link to Official Report 15 March 2018
24 May 2018: The Committee agreed to wait for the publication of the self-evaluation framework, and then seek the petitioner's view on whether it addresses the concerns raised in her petition and subsequent correspondence. The Committee also agreed to write to the Deputy First Minister. Link to Official Report 24 May 2018
27 June 2019: The Committee agreed to refer the petition to the Education and Skills Committee for consideration. Link to Official Report of 27 June 2019
Written submissions:
The decline of literacy standards in Scotland’s schools is unacceptable. Teachers should be supported urgently with national guidance and professional learning in research-informed reading instruction, specifically systematic synthetic phonics (SSP).
Longitudinal research has shown that SSP is effective for the reading, spelling and writing skills of all children, including those thought to be vulnerable and disadvantaged because of factors such as gender, socio-economic group, first language not English, age, struggling learners, children with attention difficulties and those with significant social, emotional and behavioural difficulties. SSP is successful even with children starting school with the lowest level of language and with low social skills on school entry.
- Should Scotland follow the current international research and change the way we teach beginning reading instruction in our primary schools?
- Should our reading instruction in schools be led by research or by resources?
- In your opinion, what do you feel has led to a decline in literacy standards in Scotland and what could be done to address this?
- If you are a teacher, or a student teacher, have you been given sufficient training, professional development or support in this area?
- If you are a parent, are you happy with the reading instruction that your child / children have received?
- Should Scotland consider introducing a Phonics Screening Check (light touch, simple assessment), as has been done in England and is currently being trialled in Australia?