Read on Twitter
I think this blog from @GillJonesOfsted is a really important read so here is a short thread to explain why https://educationinspection.blog.gov.uk/2019/11/04/early-reading-and-the-education-inspection-framework/
First of all I am going to put my hands up. I was absolutely opposed to the move from ‘Searchlights’ to synthetic phonics in reception at the time.
I was wrong.
Why do I say that now?
I was wrong.
Why do I say that now?
Firstly, I have been hugely influenced by what I have seen in @NewhamLondon
As a result of lots of hard work by teachers, TAs, school leaders and everyone else, all supported by the ‘Every Child A Reader’ programme there has been a transformation in children’s reading here.
As a result of lots of hard work by teachers, TAs, school leaders and everyone else, all supported by the ‘Every Child A Reader’ programme there has been a transformation in children’s reading here.
@NewhamLondon put extra funding into schools to implement synthetic phonics progammes from reception onwards. Schools also invested in PD to make phonics sessions fun, fast and engaging. There is also a wider focus on developing a love of reading. Sure there is much more to do...
But, children’s reading has improved. Gaps between disadvantaged children and all others have narrowed. I spoke to a secondary school deputy headteacher earlier this term and was told the year 7 teachers have needed to rethink the Y7 curriculum. Pupils are reading so much better.
In response to the blog from @GillJonesOfsted a lot’s been tweeted that doesn’t relate to what she says at all. A belief that Ofsted are only looking at phonics. That children have to sit for an hour learning phonics in Reception. etc.
In fact the EIF clearly says that teaching phonics is just one part of teaching reading. Developing children’s love of books is also vital.
There are also folks saying that children who receive good quality phonics teaching are just ‘barking at print’ - missing out on the fact that children need to develop their comprehension separately from their phonics when learning to read.
Children’s working memory (like all of ours) is limited so when they are just learning sounds and blends, they can’t focus on decoding and understanding at the same time.
So dialogic reading and sharing high quality picture books are important strategies. Here is a nice discussion of that https://www.tes.com/news/what-teachers-need-know-about-shared-reading
As children become fluent, their working memory is no longer used up on sounding-out, and then they can concentrate on comprehension too as they read. But at first these skills develop in parallel.
There is some strong evidence around the success of teaching reading with systematic, synthetic phonics - check out this for example https://cep.lse.ac.uk/pubs/download/dp1425.pdf
Note the benefits are for children in disadvantage, and children learning English as an additional language.
This piece is good, too. It’s surely time for all of us who want the best for young children to consider the evidence critically and carefully? https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
If I go to my doctor, I want treatment that’s based on the best evidence available.
Learning to read is of critical importance to children’s futures.
Shouldn’t we all go on the best evidence currently available?
Learning to read is of critical importance to children’s futures.
Shouldn’t we all go on the best evidence currently available?
