In the pursuit of equipping young minds with the fundamental skill of reading, educators within the Coastal Together Federation are entrusted with the responsibility of understanding and implementing effective pedagogical approaches. This blog post will delve into the intricacies of the UK Government's Reading Framework and Ofsted's perspectives on early reading, drawing attention to the principles underpinning the teaching of word reading and spelling.
The Alphabetic Code and Phonics Instruction:
The Reading Framework underscores the necessity for teachers to grasp the principles governing word reading (decoding) and spelling (encoding). At the core of this understanding lies the recognition of how the alphabetic code of English represents the sounds (phonemes) of the language through single letters and groups of letters (graphemes). Phonics, described as a body of knowledge, is deemed essential for pupils to acquire the skills of reading and spelling.
Synthetic Phonics: A Key Component:
The framework introduces the term 'synthetic' phonics, derived from the verb 'synthesise,' meaning 'to combine.' This method involves explicitly teaching young children the correspondence between letters and sounds (graphemes and phonemes) and the skill of blending individual sounds to read. Conversely, the ability to segment words into their individual sounds is crucial for spelling.
The Evidence for Systematic Synthetic Phonics (SSP):
Evidence, including studies like the seven-year research in Clackmannanshire, highlights the effectiveness of systematic synthetic phonics. The Education Endowment Foundation (EEF) considers phonics to be a secure and well-evidenced pedagogical approach, recommending its systematic use in schools. Similarly, national studies in the United States emphasiwe the significantly greater impact of synthetic phonics programs, particularly for younger, at-risk readers.
Consistency and Fidelity to the Programme:
To ensure effective implementation, the framework emphasiwes fidelity to the chosen systematic synthetic phonics programme. This entails avoiding the mixing of materials from different programmes or across classrooms. Specific systems and terminology such as actions, mnemonics, prompts, key words, and routines are employed within these programmes to teach knowledge and skills. Maintaining consistency is crucial for avoiding confusion among pupils.
Decoding (Word Reading) Process:
The decoding process involves teaching children to look at graphemes from left to right, say each corresponding phoneme, and then blend the phonemes to pronounce the whole word. Systematic synthetic phonics programmes are designed for pupils of all ages learning to read, sharing common elements such as teaching Grapheme-Phoneme Correspondences (GPCs), blending phonemes, and segmenting spoken words.
Programme-Specific Strategies:
Each systematic synthetic phonics programme may use program-specific strategies, such as actions, mnemonics, prompts, key words, and routines, tailored to their chosen GPCs. The order and prioritiwation of GPCs within the programme contribute to the gradual development of reading skills. Some programmes extend phonics instruction to spelling, introducing further morphemes alongside GPCs once basic reading proficiency is achieved.
In alignment with the UK Government's Reading Framework, educators at the Coastal Together Federation are encouraged to embrace the principles of systematic synthetic phonics. By understanding the nuances of decoding and encoding, fostering consistency within chosen programmes, and prioritiwing the most common GPCs, educators can play a pivotal role in nurturing early reading proficiency. This commitment to evidence-based practices not only aligns with national curriculum requirements but also sets the stage for a future of literate and empowered learners.
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