Why Phonics First Is Best

Last night I came across an interesting article that talks about why so many children struggle learning to read. It is the poorest and most disadvantaged children who are helped most by a phonics first approach.

Here are some quotes from that article:

Writing in The Telegraph, Nick Gibb, the former Conservative schools minister, said there “remains a hard core of believers” in “progressive” methods, with two-thirds of those responding to a recent survey advocating alternative approaches alongside phonics.

Mr Gibb said this amounted to a “daunting and confusing experience” for pupils, adding: “The ‘variety of methods’ approach makes learning to read a far more difficult task than needs to be the case. And it’s the least academic and least advantaged children who suffer most from this unnecessary struggle.” 

…

In a study, Dr Marlynne Grant, an educational psychologist, analysed the performance of pupils from a Roman Catholic primary school who were taught to read using synthetic phonics from the reception year upwards. The school was designated for children from Irish traveller families and had high levels of special educational needs.

The research found that by the time children reached year two – aged seven – they had a reading age 28 months ahead of what would normally be expected. They were also 21 months ahead in spelling.

Some children were so advanced that they could read as well as the average 13-year-old, it emerged.

The poorest children were an average of two years above their chronological reading age compared with other deprived children, while boys were three years ahead of national averages.

Dr Grant, a committee member of the Reading Reform Foundation, said: “The message from this research is clear – if you are delivering systematic synthetic phonics in a rigorous way, these are the kind of results you can get.

“Starting children on phonics in reception means many children will become strong readers quickly, and that you can identify those struggling early on, and then ensure they get the help they need to catch up.”

I see three important points in this article.

1. The most disadvantaged are helped most by a phonics first approach.
2. It avoids unnecessary struggle for many.
3. When many children become strong readers quickly, struggling readers can be identified and helped early.

It does not mean only phonics is taught, but that phonics is taught first.

“Phonics first” is often misunderstood. It does not have to be boring. Done well children love it.

Some features of a “phonics first” approach include

1. “Sight words” are kept to an absolute minimum.
2. Lots of practice reading and writing to reinforce what they have been taught allows children to be confident, happy and successful as they develop skills.
3. No guessing.
4. You need to keep reading interesting “real” books to children so that they love the experience of reading and their vocabulary, language and general knowledge is developed.

Check out the article at http://www.telegraph.co.uk/education/educationnews/10901099/Children-taught-to-read-using-phonics-two-years-ahead-by-age-seven.html