Four in 10 pupils in Scotland now have an additional support need (ASN). According to the Scottish Qualifications Authority, a “record number of candidates” (roughly one in five) in 2023 required special arrangements when sitting their exams - most commonly separate accommodation for students who required a scribe or a reader.
In many cases, this will be because the student cannot read or write independently. This is unacceptable. Despite the clear evidence of a growing literacy crisis, outdated teaching methods persist.
Many Scottish schools continue to use a mix of phonics and “cueing” approaches, where children are encouraged to guess words . While cueing was historically a common strategy, research has consistently shown that phonics is a far more effective way to teach children to read.
Research on teaching reading
According to professors , and other leading reading experts, effective reading instruction depends on decoding skills, not guessing. Cueing can lead to habits that are hard to break and significantly limits a child’s reading ability as texts become more complex.
Children who struggle to read by the end of primary school are at a higher risk of lifelong difficulties, including poor health, unemployment and involvement with the criminal justice system. This crisis disproportionately affects children from disadvantaged backgrounds, contributing to a widening attainment gap.
Systematic synthetic phonics is the most effective solution. It teaches children to decode letters and sounds to form words, helping them to become fluent readers. This method is supported by decades of from countries including the , and Australia. It emphasises that reading is a learned skill, and with proper instruction, even struggling readers can make significant progress.
While phonics is part of Scotland’s curriculum, it is often taught alongside cueing methods, which weakens its effectiveness. Literacy advocates have called for a shift to phonics-first teaching and the removal of cueing strategies.
Despite the growing concern, petitions by these advocates asking the Scottish government to ensure that new teachers are trained in the science of reading . This has frustrated educators and researchers, who believe that phonics-based instruction is the key to closing the literacy gap.
The case for phonics
Phonics is not only essential for struggling readers but also beneficial for all students. As some literacy specialists have pointed out, phonics is . By teaching children the relationships between letters and sounds, phonics equips them with the skills to read any word, including those they’ve never encountered before. This builds confidence and fluency, helping children to move from learning to read to reading to learn.
Countries that have embraced systematic synthetic phonics have seen significant improvements. For instance, England’s decision to introduce the national phonics screening check in 2012 has led to steady gains in reading scores, with English pupils now performing near the top in international literacy rankings. Researchers argue that if Scotland fully adopted phonics and removed competing strategies like cueing, it could experience similar success.
The recent release of , intended to support teachers with reading instruction, reflects the government’s acknowledgment of the issue. However, critics argue that the guidance still leaves too much room for teacher preference and does not fully mandate a phonics-first approach.
Given the low level of teacher knowledge about the science of reading and the persistence of balanced literacy practices, these resources fall short of driving the urgent change needed in Scottish classrooms.
Urgent need for reform
Phonics must be taught from an early age and without competing methods. If Scotland wants to close the widening attainment gap, this shift is essential. Literacy advocates stress that current practices will continue to fail thousands of children unless there is a national mandate for phonics-based instruction and comprehensive teacher training in evidence-based reading techniques.
Scotland is at a crossroads. By fully implementing systematic synthetic phonics and ensuring that every teacher is equipped with the knowledge and skills to teach it, the country can address its literacy crisis.
Without immediate action, Scotland risks leaving a generation of children unable to read proficiently, deepening educational inequality and limiting future opportunities for those most in need of support. The time for change is now.
Darren Leslie is a teacher at a Fife secondary school. He tweets
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