This research is not yet published in a peer-reviewed journal as the study is still ongoing because we wish to examine its long-term effectiveness in promoting reading comprehension.
We would like to emphasise that this method is not a "sounds first" approach, as there is no training in hearing sounds in words without the aid of print. Our method also rapidly introduces children to print in text, and teaches them the reading of irregular words. If systematic training in segmenting print into onsets and rimes produces very good results on a norm-referenced reading test, we would be very interested in seeing that research.
In order to act in the interests of children, researchers should be aiming towards collating all information so that the most effective schemes are put into practice, not forming rival factions and scoring points off each other.
Rhona Johnston and Joyce Watson
School of Psychology
University of St Andrews