See Jennifer's meticulous work which addresses the claims of Professor Robyn Ewing:
'Putting the record straight about research on reading
80 corrections, clarifications and comments on Ewing, R. (2018)
“Exploding SOME of the myths about learning to read: A review of research on the role of phonics”. Sydney: NSW Teachers Federation
https://www.fivefromfive.org.au/wp-cont ... raight.pdf
Teachers get a large amount of information about phonics instruction in general, and systematic synthetic phonics in particular, from a variety of sources. Among all that is written and said about reading instruction, teachers should be able to expect that academics in universities and their elected representa- tives in unions will provide them with information that is factually correct and evidence-based.
Unfortunately, that is not always the case. An example is the paper written by Robyn Ewing during her time as Professor of Education at the University of Sydney, and published by the NSW Teachers Federation. Titled ‘Exploding SOME of the myths about learning to read: A review of research on the role of phonics’, the paper perpetuates a number of misunderstandings and myths. It contains 80 instances of errors, misrepresentations, and incomplete explana- tions.
Engaging in ad hominem criticisms rather than honestly and accurately discussing facts and evidence, and the strengths and weaknesses of arguments, prevents progress toward acceptance and consensus. In what follows, there is no attempt to impugn the motives of the author or the publishers. Rather it is to demonstrate in a detailed and objective way, the flaws in their arguments and the inaccurate presentation of research to support their case.
This is not a matter of squabbling over insignificant detail. It is of vital importance that teachers receive accurate information. The table below identifies, corrects and clarifies many statements and claims made in Ewing’s report.