1. Learning to read … for children Phonics versus whole-word (language) approach SN1014

2. Controversy … There is a long standing and sometimes heated debate in educational circles about the best way of teaching reading. There is a long standing and sometimes heated debate in educational circles about the best way of teaching reading. Most recently: a strong emphasis has been placed on the phonics-based approach in the ‘Literacy Hour’ introduced in English primary schools.Rose report adds to this. Most recently: a strong emphasis has been placed on the phonics-based approach in the ‘Literacy Hour’ introduced in English primary schools.Rose report adds to this.

3. Phonics approach Systematic teaching of grapheme (letter) and phoneme (sound) correspondences Systematic teaching of grapheme (letter) and phoneme (sound) correspondences Moves gradually from straightforward (d=/d/) to more complex variations (gh=/f/ in ‘rough’) Moves gradually from straightforward (d=/d/) to more complex variations (gh=/f/ in ‘rough’) Synthetic phonics – builds word up from each sound (basis LETTER) Synthetic phonics – builds word up from each sound (basis LETTER) Analytic phonics – breaks down a whole word into sounds (basis WORD) Analytic phonics – breaks down a whole word into sounds (basis WORD)

4. Whole-word approach Also called ‘look-and-say’ approach Also called ‘look-and-say’ approach Exposure to written texts with heavy pictorial support Exposure to written texts with heavy pictorial support Child gradually learns to identify shapes of words without always breaking down into component phonemes/graphemes Child gradually learns to identify shapes of words without always breaking down into component phonemes/graphemes Uses all clues available Uses all clues available Links to whole language, which focuses on text first Links to whole language, which focuses on text first

5. Phonics advantages … Children learn to understand how written words are built and spelt Children learn to understand how written words are built and spelt Enables them to decipher new unknown words Enables them to decipher new unknown words

6. Whole-word advantages … Older readers do not depend solely on decoding Older readers do not depend solely on decoding This approach allows children to develop experience of using contextual and textual clues to assist reading This approach allows children to develop experience of using contextual and textual clues to assist reading Children read texts that interest them – like reading Children read texts that interest them – like reading

7. Phonics disadvantages … Early written vocab may be limited to words with basic phoneme/grapheme correspondences Early written vocab may be limited to words with basic phoneme/grapheme correspondences English spelling system is extremely complex and full of irregularities English spelling system is extremely complex and full of irregularities

8. Whole-word disadvantages … No real system to the learning process. No real system to the learning process. Is spelling caught or taught? Is spelling caught or taught?

9. Phonics methods … Graded flash cards. Graded flash cards. Graded readers. Graded readers. Systematic teaching of correspondences. Systematic teaching of correspondences. Breaking down individual words. Breaking down individual words.

10. Whole-word methods… Exposure to texts that might include a wider variety of structures at an earlier age. Exposure to texts that might include a wider variety of structures at an earlier age. Encouragement to become familiar with shapes of words by frequent exposure. Encouragement to become familiar with shapes of words by frequent exposure. However: rhymes, tongue-twisters and alphabet books aim to allow children to acquire phonic awareness as they read. However: rhymes, tongue-twisters and alphabet books aim to allow children to acquire phonic awareness as they read.

11. A reading task Individually, read the text you have been given. Individually, read the text you have been given. I will ask some of you to read aloud I will ask some of you to read aloud Feedback on your approaches

12. What do we know about the ‘good’ reader Good readers seem to make use of four different kinds of clue: clues of meaning (semantic) clues of word order and grammar (syntactic) visual clues – recognising letter patterns such as ight (graphic) clues of sound/letter link (phonics)

13. Good readers: bring their knowledge of the world to inform their reading understand and interact with what they read move backwards and forwards within the text recognise many common words and parts of words use the sound system to make out unfamiliar words use context to monitor meaning listen to themselves and self correct for meaning listen to themselves and self correct for meaning

14. Task Work in pairs/ threes Work in pairs/ threes Discuss with a partner Discuss with a partner what difficulties the children you work/ have worked with have in becoming readers Share your ideas – briefly – with the class Share your ideas – briefly – with the class