Independent review of the teaching of early reading : final report

By J. Rose. 2006

349 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fcc738a066f3b8498f3c5611916f775b0edc6f72

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Citations in the corpus

Why poor children are more likely to become poor readers: the early years (2014, background): “…of research shows that phonological awareness is a powerful predictor of reading ability (Duff and Clarke 2011; Hayiou-Thomas et al. 2010; Melby-Lervag, Halaas Lyster, and Hulme 2012; National Institute of Child Health and Human Development 2000; Oakhill and Cain 2012; Rose 2006; Stanovich 1986).”
Why poor children are more likely to become poor readers: The school years (2013, background): “An extensive body of research shows that quality, comprehensive literacy programmes develop children’s skills in five essential areas: phonemic awareness, phonics, fluency, vocabulary and comprehension (Department of Education, Science & Training, 2005; NICHHD, 2000; Rose, 2006).”
The Simple View of Reading: Three Assessments of Its Adequacy (2018, unknown): “In England, for example, the SVR was adopted in the government’s Rose (2006) report as the model for understanding reading.”
Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills (2009, background): “For example, in the United Kingdom, the simple view of reading has been adopted as the theoretical basis of the revised national curricular advice to all schools in England (Kendeou et al., in press; Rose, 2006; Stuart, Stainthorp, & Snowling, 2008; U.K. Department for Education and Skills, 2006).”
Synthetic phonics and the teaching of reading (2008, background): “The section of the Rose Report presenting evidence from practice (pp. 61–69) focuses on visits made by Rose and his team to the Scottish educational authority of Clackmannanshire.”
Can the Simple View Deal with the Complexities of Reading (2008, background): “Savage (2006) explored the performance of 15-year-olds with severe reading delays.”
Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “It was also clear that in many local authorities there is currently a strong focus on good quality Wave 1 teaching as defined in the Rose Review (Rose, 2006), which is seen by them as likely to 174 Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties reduce the…”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “Together, these two papers have been cited over 5000 times in the academic literature (source: Google Scholar, January 2019) and the influence of the Simple View has been building in educational policy and practice (e.g., Rose, 2006).”
Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction (2018, methodology): “Sir Jim Rose, author of the Rose (2006) report, used “the spectacular success of England shown in the latest PIRLS data” as further evidence in support of systematic synthetic phonics (Rose 2017).”
Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018, background): “More recently, a three-cueing approach (known as the Searchlight model in the United Kingdom) has become pervasive, in which beginning readers use semantic, syntactic, and “graphophonic” (letter-sound) cues simultaneously to formulate an intelligent hypothesis about a word’s identity (for discussion”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “, Kendeou, van den Broek, White, & Lynch, 2009; Kendeou, Savage, & van den Broek, 2009; Sabatini, Sawaki, Shore, & Scarborough, 2010) and practice, even serving as the guiding perspective in the United Kingdom’s national reading curriculum (Rose, 2006).”