In England, instruction in systematic synthetic phonics is the first approach to teaching children to read words. There is little research exploring what makes successful training for phonics teaching despite evidence teachers' subject knowledge is limited. There is a persisting problem of underachievement in reading in some regions of England, mirrored in the United States and Australia. In 2017–2018, the Department for Education (DfE) addressed poor reading outcomes in these regions by funding 1‐day training events. We report on one training model, developed and delivered by a team of academics, addressing issues specific to an English context, but contributing internationally relevant insights into phonics teacher training.

中文翻译：

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培训教师进行语音和早期阅读：发展研究型实践

在英格兰，系统合成语音教学是教孩子们阅读单词的第一种方法。尽管有证据表明教师的学科知识有限，但很少有研究探讨如何成功地进行语音教学培训。在美国的某些地区，和美国和澳大利亚的情况一样，阅读方面的成就仍然存在一个持续的问题。在2017-2018年间，教育部（DfE）通过为期1天的培训活动提供资金，解决了这些地区阅读效果不佳的问题。我们报告由一个学术团队开发和提供的一种培训模型，该模型解决了特定于英语环境的问题，但是为语音教师培训提供了国际相关的见解。