Their report is based on evidence from 584 teachers and educational stakeholders including the teachers' unions, literacy associations, publishers and outreach organisations.
The report emphasises that literacy policy should focus on instilling a love of reading in order to increase children's motivation, wellbeing and attainment. The APPG also found that literacy policy should not be the responsibility of the Department for Education alone. Social factors – such as parental involvement – and health issues – such as eye care – are significant contributors to children's reading success.
The government's focus on systematic synthetic phonics is at odds with the views of many within the education community, who believe that it risks making reading a dull exercise for English classes. The report identified that phonics and reading are being used interchangeably by policymakers, but reading isolated words is not reading for meaning.
Many respondents also wanted to dispel the myth about how phonics is currently used. Most teachers already use phonics to teach reading, but they do so by blending phonics with other reading strategies.
Source: http://www.educationappg.org.uk/2011/07/appg-for-education-calls-for-action-on-barriers-to-literacy/
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