Quite frankly, all teachers need to 'get on with it' and do their utmost to hone their knowledge and skills to be the best SSP teacher they can be!
Very sadly, however, we have nowhere near universal SSP teaching in the English language - neither in England itself nor in other countries teaching the English language.
If you are sceptical about SSP teaching, or you have a colleague or colleagues who are dubious - perhaps still believing or providing the notorious 'mixed methods' which include the multi-cueing reading strategies - read here:
http://heatherfblog.wordpress.com/2014/ ... omment-127
There is a good reason why this research was greeted with great interest but not a fanfare. We’ve seen it all before. It is one more plank in the construction of what is already a vast body of converging evidence on the why SSP is a better approach than the methods used in most British classrooms. Personally, I don’t leap to implement the latest piece of educational research because individual studies are narrow and classrooms and the children in them are complex. However,
“that direct instruction in alphabetic coding facilitates early reading acquisition, is one of the most well established conclusions in all of behavioural science” (Stanovich, Progress in Understanding Reading p415.)
“In science it is rare that anything is proved in one defining study. Data is evaluated from dozens of experiments, each containing some flaws but providing part of the answer”