At this point, with five recent SWI critiques from Greg Ashman, writing yet one more myself feels like beating a dead horse. In terms of SWI publications, much of Ashman’s criticism has focused on a paper that has come out since I started this series: Bowers’ recent paper “Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction“. Ashman’s criticisms are quite thorough, and I have nothing to add to them.
Instead, I’ll return to the older Devonshire et al (2013) paper—a paper that discusses efficacy data that supposedly favors SWI over phonics. This paper compares 1st and 2nd graders who spent 6 weeks exposed to 15-25 minutes daily of SWI as opposed to those got “standard classroom” phonics instruction, and finds that the SWI intervention improves word reading scores. While this is reasonable grounds for further investigation, it’s far from the kind of study needed to justify a replacement of systematic phonics with SWI. For one thing, all of the students in the study received phonics instruction in addition to SWI. For another, the comparison involved an instructional time frame of only 6 weeks. Finally, the “standard classroom” phonics being compared to SWI can mean just about anything, including watered-down, unsystematic phonics instruction of the sort that has failed many kids over many years.
To answer the question of whether systematic phonics should be replaced with SWI, Continue reading