Phonics and Early Reading

Phonics and Early Reading

 

The processes by which children comprehend spoken language are the same as those by which they comprehend the words on the page; the difference being that the first relies upon hearing the words and the second upon seeing the words in written form. Obviously, in order to comprehend written texts children must first learn to recognise, that is decode, the words on the page.

High-quality phonic teaching secures the crucial skills of word recognition that, once mastered, enable children to read fluently and automatically thus freeing them to concentrate on the meaning of the text.

 

Beginner readers should be taught:

• grapheme–phoneme correspondences in a clearly defined, incremental sequence

• to apply the highly important skill of blending (synthesising) phonemes in the order in which they occur, all through a word to read it

• to apply the skills of segmenting words into their constituent phonemes to spell

• that blending and segmenting are reversible processes.

 

 

The great majority of children should be confident readers by the end of Key Stage 1. Those pupils at Pheasant Bank Academy who need further systematic phonics teaching follow the Read, Write, Inc programme building on previous learning to secure children’s progress. It is taught discretely, in addition to reading and writing lessons, and daily at a brisk pace with opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum and in such activities as shared and guided reading.                      

 

 

 

 

What is Read Write Inc Phonics?

http://www.ruthmiskin.com/en/resources/parent-tutorial-1-understanding-read-write-inc-phonics/