Early Reading and Phonics

1. Early Reading and Phonics

2. Objectives • 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

3. Key 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

4. 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

5. Implications 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

6. from this … or, why are we changing

7. Simple view of reading …to this + Good language comprehension, poor word recognition Good language comprehension, good word recognition - + Word recognition processes Poor language comprehension, poor word recognition Poor language comprehension, good word recognition - Language comprehension processes

8. Evidence that supports the Simple view of reading • 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

9. Implications 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

10. 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

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

12. Structuring learning Revisit and review Teach Practice Apply

13. Phonics – 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

14. Broad and rich curriculum • Interdependent nature of speaking listening reading and writing • Stimulating experiences to develop language • Crucial place of speaking and listening

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

16. Assessment • Majority of children should start phonics “by the age of 5” • Quality first teaching • Early Intervention • Challenge • Tracking • YRY1 transition • Age-related expectations

17. Leadership 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

18. Monitoring 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

19. Action Planning • Issues arising • Further reading • Planning for effective phonic development • Auditing current practice