I'm persuaded by the findings of Australia's National Inquiry into the Teaching of Literacy, which emphasises the importance of teaching systematic, explicit phonics within an integrated approach. Which actually sounds like what some of the teachers here are advocating but for some reason it's heresy to suggest it's not purely phonics. Which in turn can come across as a little absolutist and didactic on the subject, which in turn will concern some parents. But again, only matters if you see parents as partners in this stuff.
The executive summary states, "The evidence is clear ... that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read. Findings from the research evidence indicate that all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension." The Inquiry Committee also states that the apparent dichotomy between phonics and the whole-Language approach to teaching "is false". However, it goes on to say "It was clear, however, that systematic phonics instruction is critical if children are to be taught to read well, whether or not they experience reading difficulties."
In the executive summary it goes on to say the following:
"Overall we conclude that the synthetic phonics approach, as part of the reading curriculum, is more effective than the analytic phonics approach, even when it is supplemented with phonemic awareness training. It also led boys to reading words significantly better than girls, and there was a trend towards better spelling and reading comprehension. There is evidence that synthetic phonics is best taught at the beginning of Primary 1, as even by the end of the second year at school the children in the early synthetic phonics programme had better spelling ability, and the girls had significantly better reading ability."