Early Reading and PhonicsEarly Reading and Phonics

ObjectivesObjectives

• To share key messages from Rose Review• To identify implications for teaching of early

reading• To support knowledge and understanding

about early literacy• To provide support in implementing the

recommendations of the Rose Review

Key MessagesKey Messages

• Systematic and discrete phonics should be the first strategy taught to all children learning to read

• Fidelity to a programme• Majority of children should start phonics “by

the age of 5”• Developing positive attitudes to literacy along

with parents and carers

Key messages (continued)Key messages (continued)

• Phonics should be fun, multi-sensory and set within a broad and language rich curriculum

• Importance of quality first teaching with systematic approach to early intervention

• Commitment of school leaders essential• High quality training• Reconstruction of the searchlights model

Implications for teaching of early readingImplications for teaching of early reading

• Understanding how the ‘Simple view of reading’ supports the teaching of reading

• Statutory changes• Teaching of high quality phonic work• Broad rich language curriculum • Role of leadership and management teams• Involving parents and carers• Assessment and early intervention

from this …

or, why are we changing

Language comprehension processes

Wo

rd r

eco

gn

itio

n p

roce

sses

-- ++

++

--

Simple view of readingSimple view of reading…to this

Good language comprehension,

poor word recognition

Poor language comprehension,

poor word recognition

Poor language comprehension,

good word recognition

Good language comprehension,

good word recognition

Evidence that supports the Simple view of Evidence that supports the Simple view of readingreading

• Different skills and abilities contribute to successful development of each dimension

• There are children with good word recognition skills who fail to understand what they can read

• There are children with poor word recognition skills who make better than expected sense of what they read

Implications for teachingImplications for teaching

• Teachers need to be aware that different kinds of teaching are needed for the two dimensions

• The weighting between the two dimensions change as children develop as readers

• Teachers need therefore to keep these two dimensions of reading separate in their minds when planning

So that:So that:• They focus clearly on developing word

recognition skills through– Phoneme awareness and phonics teaching– Repetition and teaching of ‘tricky’ words

• And they focus clearly on developing language comprehension through– Talking with children– Reading to children – Teaching comprehension strategies

PhonicsPhonics

• Indicators of good practice• Phonics session - structure• Phonics programme – criteria for selection• Progression and expectations

Structuring learningStructuring learning

Revisit and review

Teach

Practice

Apply

Phonics – development phasesPhonics – development phases

• Phase 1 – developing phonological awareness

• Phase 2 – introduce some phoneme/grapheme correspondences

• Phase 3 – one grapheme for each of 44 phonemes

• Phase 4 – adjacent consonants

• Phase 5 – alternative pronunciation and spellings

• Phase 6 – developing skill and automaticity in reading and spelling

Broad and rich curriculumBroad and rich curriculum

• Interdependent nature of speaking listening reading and writing

• Stimulating experiences to develop language• Crucial place of speaking and listening

Parents and carersParents and carers

• Consider how your school encourages and supports the involvement of parents and carers in their children’s early literacy development

AssessmentAssessment

• Majority of children should start phonics “by the age of 5”

• Quality first teaching• Early Intervention• Challenge• Tracking• YRY1 transition• Age-related expectations

Leadership and ManagementLeadership and Management

• Commitment of senior leaders – one member of staff responsible to lead on literacy, including phonic work

• Involving governors

• Priority given to phonic work which is reflected in professional development for staff

• Monitoring and evaluating the quality and consistency of phonic work

• Ensure high quality teaching of reading in key stage one and beyond

Monitoring of teaching of early readingMonitoring of teaching of early reading

• Shared, guided, independent reading• Consistency and continuity• Impact of intervention• Tracking progress of children• Provision• Effective use of resources

Audit Tool

Action PlanningAction Planning

• Issues arising

• Further reading

• Planning for effective phonic development

• Auditing current practice