Teaching Early Reading:Teaching Early Reading:More than phonics (and More than phonics (and

the phonics check)the phonics check)David ReedyDavid Reedy

Immediate Past President UKLAImmediate Past President UKLAPrincipal Primary AdviserPrincipal Primary Adviser

Barking and Dagenham Local AuthorityBarking and Dagenham Local Authority

The Policy ContextThe Policy Context

We still have nearly one in five 11-year-olds leaving We still have nearly one in five 11-year-olds leaving primary school still struggling with reading. Again, the primary school still struggling with reading. Again, the ideologically-driven, child-centred approach to ideologically-driven, child-centred approach to education has led to the belief that the mere exposure education has led to the belief that the mere exposure to books and text, and the repetition of high frequency to books and text, and the repetition of high frequency words, will lead to a child learning to read – as if by words, will lead to a child learning to read – as if by osmosis.osmosis.

……that Look and Say, or whole language approach to that Look and Say, or whole language approach to reading ignores the importance of teaching children the reading ignores the importance of teaching children the 44 sounds of the alphabetic code, and how to blend 44 sounds of the alphabetic code, and how to blend those sounds into words. those sounds into words. (Gibb, N. July 2010)(Gibb, N. July 2010)

Phonics is the proven method that will drive Phonics is the proven method that will drive up reading standards.up reading standards.

A solid grounding in phonics will help many A solid grounding in phonics will help many children who are weak readers to improve. It children who are weak readers to improve. It will also see more pupils achieve a high Level will also see more pupils achieve a high Level 2 or a Level 3 score at the end of Key Stage 1.2 or a Level 3 score at the end of Key Stage 1. (Gibb, N. December 2011). (Gibb, N. December 2011).

Research has consistently and Research has consistently and comprehensively shown that systematic phonic comprehensively shown that systematic phonic instruction by a teacher is the most effective instruction by a teacher is the most effective and successful way of teaching children to and successful way of teaching children to read.read.

Michael Gove(2013) Michael Gove(2013)

Speech on improving the quality of teaching and Speech on improving the quality of teaching and leadership, given on 5 September 2013 at leadership, given on 5 September 2013 at Policy Exchange, LondonPolicy Exchange, London

Y1 Phonics CheckY1 Phonics Check

Introduced in June 2012 for all Y1 childrenIntroduced in June 2012 for all Y1 children

2014 National Curriculum2014 National Curriculum

Year 1 Reading POS:Year 1 Reading POS:

Read aloud accurately books that are Read aloud accurately books that are consistent with their developing phonic consistent with their developing phonic knowledge and that do not require them knowledge and that do not require them to use other strategies to work out words.to use other strategies to work out words.

Phonics is essential but not sufficientPhonics is essential but not sufficient :A :A broader view of the development of early broader view of the development of early reading is neededreading is needed

Really successful primary schools :Really successful primary schools :

have a broad and rich reading curriculum and have a have a broad and rich reading curriculum and have a balance of phonics, whole word and meaning based balance of phonics, whole word and meaning based approaches to teach children to read.approaches to teach children to read.

are clear that the purpose of reading is to make sense of are clear that the purpose of reading is to make sense of what is read not simply to say the words.what is read not simply to say the words.

promote engagement and enjoyment. Engagement is increasingly seen by promote engagement and enjoyment. Engagement is increasingly seen by researchers as central to progress in reading. Children who are motivated researchers as central to progress in reading. Children who are motivated want to read more and more, and get better and better at it.want to read more and more, and get better and better at it.

are knowledgeable about high quality reading resources and have many of are knowledgeable about high quality reading resources and have many of them, organised in a welcoming school and class library.them, organised in a welcoming school and class library.

introduce all children to a wide range of children’s literature and explore introduce all children to a wide range of children’s literature and explore ways in which reading literature can broaden the experience of life and ways in which reading literature can broaden the experience of life and give a sense of what is possible.give a sense of what is possible.

Word reading Word reading

Phonics is essential for decoding words:Phonics is essential for decoding words:

catcat

dogdog

photographphotograph

pedantpedant

infirminfirm

But is not sufficient for pronouncing accurately But is not sufficient for pronouncing accurately all words!all words!

Word readingWord reading

English has more vowel sounds than most English has more vowel sounds than most other European languages.other European languages.

Some of these vowel sounds can be spelled in Some of these vowel sounds can be spelled in as many as seven ways, as is the unstressed as many as seven ways, as is the unstressed vowel in vowel in statstatioionn, , ppoolitelite, , ccaareerreer, , ddeecisioncision, , ddiivisionvision, , pperersistsist, , tabltablee, , figfigureure. .

To multiply this complexity still further, some To multiply this complexity still further, some letters or letter combinations represent five or letters or letter combinations represent five or more different phonemes, such as the ‘a’ in more different phonemes, such as the ‘a’ in matmat

mallmall

makemake

mastmast

manymany

Word reading: Meaning connectionsWord reading: Meaning connections

Sign Sign

TwoTwo

Word reading: Meaning connectionsWord reading: Meaning connections

Sign Sign

TwoTwo

Signature, signalSignature, signal

Twenty, twin, twiceTwenty, twin, twice

Word Reading: More meaning Word Reading: More meaning connectionsconnections

leadlead

sowsow

closeclose

teartear

They stole all the lead from the roof.They stole all the lead from the roof.

A female pig is a sow. The farmer will sow A female pig is a sow. The farmer will sow the seeds.the seeds.

They were to close to the door to close it.They were to close to the door to close it.

If I tear that I will shed a tear.If I tear that I will shed a tear.

heteronymsheteronyms

windwind rowingrowing leadingleading bowedbowed minuteminute bassbass doesdoes ??

GOVEGOVE

GOVEGOVE

Love, glove, shoveLove, glove, shove movemove

Sight wordsSight words

Many very common words are phonically Many very common words are phonically irregular irregular said, was, once, thesaid, was, once, the and need a and need a ‘look and say’ approach‘look and say’ approach

saidsaid

waswas

onceonce

thethe

comecome

Teachers use their professional knowledge and Teachers use their professional knowledge and judgement to make informed decisions about judgement to make informed decisions about what kind of strategy is needed to help what kind of strategy is needed to help children read wordschildren read words

Reading is not just pronouncing written Reading is not just pronouncing written words. Children who become avid and words. Children who become avid and accomplished readers focus on making accomplished readers focus on making sense from the start: they develop a habit sense from the start: they develop a habit of mind that expects the words they of mind that expects the words they decode to make sense. This allows them decode to make sense. This allows them to monitor their own performance from to monitor their own performance from an early stage, and to make corrections an early stage, and to make corrections when they misread.when they misread. (Dombey (Dombey et al.,et al., 2010:4)2010:4)

Really successful primary schools :Really successful primary schools :

have a broad and rich reading curriculum and have a balance of phonics, have a broad and rich reading curriculum and have a balance of phonics, whole word and meaning based approaches to teach children to read.whole word and meaning based approaches to teach children to read.

are clear that the purpose of reading is to make sense of what is read not are clear that the purpose of reading is to make sense of what is read not simply to say the words.simply to say the words.

promote engagement and enjoyment. Engagement is promote engagement and enjoyment. Engagement is increasingly seen by researchers as central to progress in increasingly seen by researchers as central to progress in reading. Children who are motivated want to read more reading. Children who are motivated want to read more and more, and get better and better at it.and more, and get better and better at it.

are knowledgeable about high quality reading resources and have many of are knowledgeable about high quality reading resources and have many of them, organised in a welcoming school and class library.them, organised in a welcoming school and class library.

introduce all children to a wide range of children’s literature and explore introduce all children to a wide range of children’s literature and explore ways in which reading literature can broaden the experience of life and ways in which reading literature can broaden the experience of life and give a sense of what is possible.give a sense of what is possible.

National Curriculum 2014 :Y1National Curriculum 2014 :Y1Pupils should be taught to:Pupils should be taught to:develop pleasure in reading, motivation to read, and understanding develop pleasure in reading, motivation to read, and understanding

by:by: listening to and discussing a wide range of poems, stories and listening to and discussing a wide range of poems, stories and

non-fiction at a level beyond that at which they can read non-fiction at a level beyond that at which they can read independentlyindependently

being encouraged to link what they read or hear read to their own being encouraged to link what they read or hear read to their own experiencesexperiences

becoming very familiar with key stories, fairy stories and becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular traditional tales, retelling them and considering their particular characteristics characteristics

recognising and joining in with predictable phrasesrecognising and joining in with predictable phrases learning to appreciate rhymes and poems, and to recite some by learning to appreciate rhymes and poems, and to recite some by

heartheart

ResearchResearch

Building Communities of Readers (2006-8)Building Communities of Readers (2006-8) Building Communities: Researching Literacy Building Communities: Researching Literacy

Lives (Lives (2009-10)2009-10)

Increased knowledgeIncreased knowledge -awareness of children’s reading -awareness of children’s reading materialsmaterials

They adore comics and magazines They adore comics and magazines and and when you read them you when you read them you can see why- many adults read can see why- many adults read magazines don’t they? magazines don’t they? ((Interview, Interview, Birmingham)Birmingham)

The children have taken me on a journey into what they read outside school – I never realised really it was so wide- now we have a much greater choice in school. (Interview, Kent)

I’d never read a graphic novel before- it was quite demanding – the children love them. (Interview, Medway)

Improving pedagogy-Improving pedagogy-

Reading environments physical and socialReading environments physical and social

I like to read when I’m relaxed. I like to read something I can switch off to. How does this work in the classroom? I hadn’t thought of those questions before. (Written reflection, Birmingham)

Now they can relax and move around to share reading with friends. If they choose to read comics or magazines they can. (Interview, Birmingham)

Improving pedagogyImproving pedagogy - - Reading aloudReading aloud

Reading aloud has given me back my Reading aloud has given me back my enthusiasm…showing them how to enthusiasm…showing them how to develop their own expression …children develop their own expression …children have learnt a lot and so have I.have learnt a lot and so have I. (Questionnaire, Barking & Dagenham) (Questionnaire, Barking & Dagenham)

I will now read to the class without thinking ‘I could do this with it or I could do that with it’ and I think the children sit back and think ‘I can just enjoy this’ … that had been a big struggle - thinking how many boxes can I tick, what objectives can I cover and you actually then lose the impact of…the book. You know, just enjoy it for a book and a good story and a good emotional journey. (Interview, Kent)

Nathan …when she stops [reading aloud] she leaves us on a cliff-hanger and it’s really exciting….Will: Yes, because it’s really expressive. (Interview, Year 3, Kent)

Improving pedagogy- Improving pedagogy- independent reading timeindependent reading time

Now there is ERIC own reading time and since SATS this has gone to 10 to 15 minutes every day at least. This has prompted more book talk and lots of informal recommendations (Written reflection, Medway)

I don’t think we’d thought before about planning to support them as readers, for their own reading. We’d just expected them to get on with that whilst we did guided reading or comprehension… But now we’re encouraging them as readers, helping them make good choices, accepting much more reading material and giving them a chance to be readers really. (Interview, Kent)

Improving pedagogy- Improving pedagogy- independent reading timeindependent reading time

Now there is ERIC own reading time and since SATS this has gone to 10 to 15 minutes every day at least. This has prompted more book talk and lots of informal recommendations (Written reflection, Medway)

I don’t think we’d thought before about planning to support them as readers, for their own reading. We’d just expected them to get on with that whilst we did guided reading or comprehension… But now we’re encouraging them as readers, helping them make good choices, accepting much more reading material and giving them a chance to be readers really. (Interview, Kent)

Really successful primary schools :Really successful primary schools :

have a broad and rich reading curriculum and have a balance of phonics, have a broad and rich reading curriculum and have a balance of phonics, whole word and meaning based approaches to teach children to read.whole word and meaning based approaches to teach children to read.

are clear that the purpose of reading is to make sense of what is read not are clear that the purpose of reading is to make sense of what is read not simply to say the words.simply to say the words.

promote engagement and enjoyment. Engagement is increasingly seen by promote engagement and enjoyment. Engagement is increasingly seen by researchers as central to progress in reading. Children who are motivated researchers as central to progress in reading. Children who are motivated want to read more and more, and get better and better at it.want to read more and more, and get better and better at it.

are knowledgeable about high quality reading resources are knowledgeable about high quality reading resources and have many of them, organised in a welcoming school and have many of them, organised in a welcoming school and class library.and class library.

introduce all children to a wide range of children’s introduce all children to a wide range of children’s literature and explore ways in which reading literature can literature and explore ways in which reading literature can broaden the experience of life and give a sense of what is broaden the experience of life and give a sense of what is possible.possible.

What texts?What texts?

texts with subtleties; that stand exploration, re-texts with subtleties; that stand exploration, re-reading, and raise genuine questions;reading, and raise genuine questions;

texts that are capable of engaging childrentexts that are capable of engaging children texts that contain high quality language texts that contain high quality language texts that are representative texts that are representative texts that can be read aloudtexts that can be read aloud

The dangers of the ‘Phonics The dangers of the ‘Phonics Check’Check’

Promotes a narrow and erroneous view of readingPromotes a narrow and erroneous view of reading high stakes tests have a pronounced negative impact on the high stakes tests have a pronounced negative impact on the

curriculum curriculum Workload issues: the average time for preparation and Workload issues: the average time for preparation and

administration was 15.5 hours in the pilotadministration was 15.5 hours in the pilot Many higher attaining pupils are confused by pseudo-words Many higher attaining pupils are confused by pseudo-words No relation between phonics check result and attainment in reading No relation between phonics check result and attainment in reading

in Y2in Y2 Undermines the professionalism and capacity of teachers when Undermines the professionalism and capacity of teachers when

decisions are made about how to help children to get better at decisions are made about how to help children to get better at readingreading

Is expensiveIs expensive

UKLA Survey:Y1 Phonics checkUKLA Survey:Y1 Phonics check The evidence overwhelmingly indicates that in teachers’ The evidence overwhelmingly indicates that in teachers’

and Headteachers’ professional judgment, the Phonics and Headteachers’ professional judgment, the Phonics Screening Check for six-year-olds is time-consuming and Screening Check for six-year-olds is time-consuming and unnecessary. They feel that checks like this should not be unnecessary. They feel that checks like this should not be imposed on all children, but used judiciously where a imposed on all children, but used judiciously where a teacher thinks it would help to identify specific needs in a teacher thinks it would help to identify specific needs in a particular child. In schools’ experience the results have particular child. In schools’ experience the results have labeled some successful and fluent readers as failures. The labeled some successful and fluent readers as failures. The check does not differentiate at the top end. It does not check does not differentiate at the top end. It does not identify high experience readers but, on the contrary, it is identify high experience readers but, on the contrary, it is potentially holding them back and undermining their potentially holding them back and undermining their assurance as readers. assurance as readers.

The evidence makes it clear that the Phonics Screening Check should not be used in subsequent years for all children in year 1, but implemented at teachers’ discretion to identify specific developmental needs in particular children for whom it is appropriate.

Spelling Punctuation and Spelling Punctuation and Grammar testsGrammar tests

Y2 and Y6 in 2016Y2 and Y6 in 2016

A typical questionA typical question

Which sentence contains two verbs?Which sentence contains two verbs?

Tick one.Tick one. The lambs played happily.The lambs played happily. The cows sleep in the field.The cows sleep in the field. The puppies growl and bark.The puppies growl and bark. The horses eat grass and hay. The horses eat grass and hay.

1 mark1 mark

Research on grammarResearch on grammar

Repeated studies show no evidence of formal Repeated studies show no evidence of formal teaching of grammar of impact on writing or reading teaching of grammar of impact on writing or reading (Hillocks, 1986; Andrews et al., 2006). (Hillocks, 1986; Andrews et al., 2006).

However studies investigated teaching a grammar However studies investigated teaching a grammar course and teaching writing separatelycourse and teaching writing separately

No studies before 2012 which investigated teaching No studies before 2012 which investigated teaching grammar meaningfully in the context of writing in grammar meaningfully in the context of writing in UK.UK.

No studies in UK context of primary age pupilsNo studies in UK context of primary age pupils

Grammar teachingGrammar teaching

However, Myhill’s recent work with Secondary However, Myhill’s recent work with Secondary

students has shown the value of including explicit students has shown the value of including explicit attention to relevant grammatical constructions attention to relevant grammatical constructions within the context of writing (Myhill et al., 2011).within the context of writing (Myhill et al., 2011).

The writing of primary school children might be The writing of primary school children might be improved where teachers:improved where teachers:

introduce key terms such as ‘synonym’ ‘verb’, ‘noun’, introduce key terms such as ‘synonym’ ‘verb’, ‘noun’, ‘sentence’ and ‘noun phrase’ in the context of shared ‘sentence’ and ‘noun phrase’ in the context of shared writing (Hunt, 2001). writing (Hunt, 2001).

Research is not clear about which grammatical terms Research is not clear about which grammatical terms are likely to be most productive in the primary years, at are likely to be most productive in the primary years, at which stage, or how they might best be introduced. which stage, or how they might best be introduced.

What is clear is that What is clear is that any teaching of grammar needs any teaching of grammar needs to be carried out in the context of purposeful to be carried out in the context of purposeful reading and writing. reading and writing.

What next?What next?

How can teacher associations and subject How can teacher associations and subject associations work together to mitigate the associations work together to mitigate the baleful effects of high stakes and narrow tests?baleful effects of high stakes and narrow tests?

How can we work together to ensure evidence How can we work together to ensure evidence based approaches to the teaching of early based approaches to the teaching of early reading and writing are promoted?reading and writing are promoted?