Scotland faces a growing literacy crisis, with up to 30% of secondary students reading two or more years below their age level, and some as much as seven or eight years behind. Despite strong evidence supporting structured, evidence-based reading instruction, outdated methods like “cueing” remain prevalent in Scottish classrooms. While other countries are adopting scientifically-proven techniques to improve literacy, Scotland’s hesitance to fully commit to these reforms risks leaving many children struggling to read.
A Missed Opportunity for Reform
Scotland’s literacy challenges are not a recent development. The Clackmannanshire Study, published in the early 2000s, was a landmark piece of research that demonstrated the effectiveness of systematic synthetic phonics (SSP). The study revealed that children taught with phonics not only excelled in word reading but also in comprehension and spelling. Despite these compelling findings, Scotland has made limited progress in implementing the study’s recommendations at a national level.
In contrast, England took decisive action following the 2006 Rose Review, which highlighted the importance of SSP. The review led to mandated phonics instruction in English schools, along with the introduction of the Phonics Screening Check in 2012. As a result, England has seen improvements in literacy and is now ranked near the top in international reading assessments. Scotland has yet to implement similar reforms.
Contrasting Approaches to Reading Instruction
There is a clear distinction between cueing methods and systematic synthetic phonics in teaching children to read. Cueing encourages children to guess words using context, such as pictures or sentence structure. For instance, in a predictable text with sentences like “I have a cat,” “I have a dog,” or “I have a horse,” a child using cueing strategies might guess the word “horse” based on the accompanying illustration rather than decoding the word. This approach often leads to reliance on guessing, rather than the development of actual reading skills.
Systematic synthetic phonics, on the other hand, teaches children to decode words by breaking them down into individual sounds (phonemes) and blending them together. In the example above, a child learning through phonics would decode “horse” by recognizing and blending the sounds /h/, /o/, /r/, and /s/, reinforcing phonetic awareness and word recognition. This method ensures that children can read unfamiliar words without relying on external cues.
International Success and Scotland’s Lagging Progress
While many countries are reforming their literacy instruction, Scotland remains behind. Cueing strategies, which encourage guessing rather than decoding, continue to dominate classrooms despite decades of evidence showing their ineffectiveness. Experts like Professor Rhona Stainthorp have long advocated for explicit decoding instruction for all students, emphasizing that systematic approaches are essential even for children who initially seem to grasp reading easily.
Internationally, there are numerous examples of successful reading reforms. In Ontario, Canada, the Human Rights Commission launched an inquiry in 2022, condemning cueing methods and advocating for a phonics-first approach. Similarly, the U.S. National Reading Panel’s report has reinforced the necessity of phonics instruction for developing literacy. Australia’s education reforms, led by figures like Ben Carroll MP, have also prioritised phonics, reflecting a global consensus on its critical role in reading success.
Scotland’s Current Approach: Insufficient and Ineffective
Scotland’s continued reliance on outdated methods is highlighted by similar struggles seen in Wales, where cueing strategies remain common, and reading scores have consistently fallen below the average. Rhys Williams, in his ITV report, drew attention to the urgent need for reform, underscoring the long-term consequences of inaction. Critics argue that Scotland’s recent efforts, such as new reading resources from Education Scotland, do not go far enough. Allowing teachers to choose their own methods, in an environment where many lack a deep understanding of the science of reading, is unlikely to drive the necessary improvements.
The Need for Systematic Phonics Instruction
To address Scotland’s literacy crisis, systematic synthetic phonics must become the foundation of early reading instruction in all schools. Phonics equips children with the tools to decode unfamiliar words by linking letters to sounds. This approach, unlike cueing, consistently benefits all learners, particularly those from disadvantaged backgrounds.
Countries that have embraced phonics, such as England, Australia, and parts of Canada and America, have seen marked improvements in reading outcomes. In Scotland, however, calls for mandatory phonics instruction and teacher training in the science of reading have been largely ignored. Without action, the country risks falling further behind.
Teacher Training: The Key to Reform
A major barrier to improving literacy in Scotland is the lack of teacher knowledge about effective reading instruction. Many educators are not sufficiently trained in the science of reading, which leaves them ill-equipped to implement evidence-based practices. Without a concerted effort to train teachers, especially those new to the profession, Scotland’s literacy crisis will only deepen. Despite petitions and advocacy for systematic phonics instruction, the government’s resistance to mandating these reforms remains a significant obstacle.
The Time for Change Is Now
Scotland’s literacy crisis requires immediate action. The evidence is overwhelming: systematic synthetic phonics works, while cueing methods fail to provide the necessary foundation for reading success. As other nations respond to this evidence with meaningful reform, Scotland risks leaving a generation of children unable to read proficiently. Urgent reforms, including mandated phonics instruction and comprehensive teacher training, are essential to prevent further decline. The future of Scotland’s literacy depends on decisive action today.
Darren Leslie has been a teacher for over a decade and currently lives and works in Fife. He hosts the Becoming Educated podcast
3 comments
John Walker
Valiant stuff, Darren!
I couldn’t disagree with a word you say. The real problem though is exactly as it’s always been here in England. The academic establishment, with only one or two notable and noble exceptions have closed ranks against the teaching of phonics. They do everything to smother anyone trying to bring systematic teaching into the curriculum with blandishments about how terribly complicated the teaching of reading is. It’s not, of course, if you’re properly trained and understand clearly the relationship between oral language, comprehension and learning a skill that is not naturally acquired.
What you need in Scotland is a Nick Gibb to kickstart phonics teaching across the whole of Scotland. Until someone recognises the urgency and steps forward to take this by the scruff of the neck, change will only come very slowly.
Darren Leslie
L Sharp, you are correct. It should be /h/ /or/ /s/ when sounded out.
What are your thoughts on the article as a whole?
L Sharp
Are you referring to the teaching of the English language Alphabetic Code? If so ‘horse’ is segmented incorrectly. ‘or’ is a vowel digraph (r controlled) so should be segmented /h/ /or/ /se/ and blended as h or s. I know that r is sounded in Scottish pronunciation ( I was born in Ayrshire) but the Alphabetic code is the Alphabetic code.