However, a report commissioned by the Department for Education and Skills, published in January this year, found the research to be inconclusive. The results led the researchers to conclude that synthetic phonics led to better reading, spelling and phonemic awareness gains than the other two approaches Watson and Johnston, The separation of the skills is useful in that the SVOR demonstrates that different approaches to teaching are required to develop word recognition skills and linguistic comprehension.
By identifying linguistic comprehension as an essential element of reading development the SVOR highlights the importance of oral language and language comprehension in the process of reading development.
Additionally, the results demonstrated that the boys taught by synthetic phonics had better word reading, spelling and comprehension than the girls who had been taught by the same method.
Obviously, the value of all six areas of learning must be acknowledged. It is suggested in the report that phonics would boost the literacy skills of pupils, because they are learning to assemble words and their meanings at a younger age.
In contrast, analytic phonics introduces blending much later in the process.