Marlynne Grant researchED conf. 6th Sept 2014 - 30 minutes

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What works to achieve accurate and confident literacy for whole classes of children from Reception to secondary

Dr Marlynne Grant Educational Psychologist http://rrf.org.uk/pdf/Grant%20Follow-Up%20Studies%20-%20May%202014.pdf http://www.syntheticphonics.net/pdf/Accelerated-reading-and-writing.pdf http://www.syntheticphonics.net/pdf/Raising-literacy-attainment.pdf

[email protected]

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Personal Introduction Chartered and Registered Educational Chartered and Registered Educational

Psychologist Psychologist

Worked as practising EP in Local AuthoritiesWorked as practising EP in Local Authorities

Author of Sound Discovery® and Rapid Author of Sound Discovery® and Rapid PhonicsPhonics

Founded Synthetic Phonics LtdFounded Synthetic Phonics Ltd

Committee member of Reading Reform Committee member of Reading Reform Foundation (RRF)Foundation (RRF)

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Common Ground We may disagree about how we get there, We may disagree about how we get there,

BUT, am assuming we want all children:- BUT, am assuming we want all children:- to be accurate, fluent and confident readers to be accurate, fluent and confident readers

(spellers and writers)(spellers and writers) to love reading and to read for meaningto love reading and to read for meaning … … even strugglers & socially disadvantagedeven strugglers & socially disadvantaged to learn to read as early as possible (by 7)to learn to read as early as possible (by 7) to be equipped to cope with the literacy to be equipped to cope with the literacy

demands of secondary school (at age 11).demands of secondary school (at age 11).

Now I’m going to talk about Now I’m going to talk about what works what works to to achieve these goals…………30 min then achieve these goals…………30 min then qus.qus.

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Essence of “what works”… Teaching systematic synthetic phonics (SSP) from beginning Teaching systematic synthetic phonics (SSP) from beginning

of Reception to whole classesof Reception to whole classes

Using a government approved synthetic phonics programmeUsing a government approved synthetic phonics programme

Identifying slow-to-start children asap and at least by Identifying slow-to-start children asap and at least by Christmas of Reception (the 5-10% potentially Christmas of Reception (the 5-10% potentially ‘dyslexic’)‘dyslexic’)

Starting extra teaching and extra practice in small Starting extra teaching and extra practice in small keep-up groups using same resources and teachingkeep-up groups using same resources and teaching

Not waiting until the end of Y1Not waiting until the end of Y1

Providing decodable textsProviding decodable texts

Teaching HFW through letter-sound knowledge – not as Teaching HFW through letter-sound knowledge – not as ‘sight words’ to be learned as unanalyzed global wholes‘sight words’ to be learned as unanalyzed global wholes

Avoiding guessing using cues from pictures or context – Avoiding guessing using cues from pictures or context – these are strategies that fail as texts become harderthese are strategies that fail as texts become harder

Good readers use context to Good readers use context to supplementsupplement letter-sound letter-sound knowledge, not as a substitute for letter-sound knowledgeknowledge, not as a substitute for letter-sound knowledge 4

Two longitudinal school studies – tracking literacy achievements of children taught with a SSP programme

from Reception to age 7 years and to age 11 years

Whole classes over timeWhole classes over time Taught with a government approved SSP Taught with a government approved SSP

– – Sound Discovery®Sound Discovery® But potentially - if you deliver SSP in But potentially - if you deliver SSP in

rigorous and diligent way – with a rigorous and diligent way – with a government approved programme - these government approved programme - these are the kind of results you can expectare the kind of results you can expect

______________________________________________________________________________________________________________________________________________________________________________________________

Two long. studies in two separate schools:Two long. studies in two separate schools: 2010-20132010-2013 – medium sized school – 1 – medium sized school – 1

form entryform entry 1997-20041997-2004 – largest primary school in – largest primary school in

LA –3 form entry–LA –3 form entry–statistics more robuststatistics more robust 5

Two Longitudinal School Studies with SSP- continued

2010 – 20132010 – 2013 One whole class (One whole class (30 pupils) tracked from school entry pupils) tracked from school entry

to end of Year 2.to end of Year 2.

BaselineBaseline – on school entry: no letter-sound correspondences, no – on school entry: no letter-sound correspondences, no

simple reading or spelling skills. simple reading or spelling skills.

Assessed with BAS II end of Year R, Year 1 and Year 2 Assessed with BAS II end of Year R, Year 1 and Year 2

________________________________________________________________________________________________________ 1997-20041997-2004

1.1. All children entering YR for 8 consecutive years ( All children entering YR for 8 consecutive years (674 pupils) pupils)

tracked each R year from school entry to end of Receptiontracked each R year from school entry to end of Reception

BaselineBaseline – level E (lowest) for language, level D for social skills – level E (lowest) for language, level D for social skills

(national measure quoted in OfSTED reports)(national measure quoted in OfSTED reports)

Assessed with Burt for reading and Schonell for spelling Assessed with Burt for reading and Schonell for spelling

2.2. One age-cohort( One age-cohort(84 pupils) tracked from R to KS1 SATs in 2003 pupils) tracked from R to KS1 SATs in 2003



Setting the studies within the context of other SSP research

DfE press release June 14:DfE press release June 14:

“ “SSP is the internationally proven method of driving up SSP is the internationally proven method of driving up readingreading

standards, especially in children aged 5 to 7.”standards, especially in children aged 5 to 7.”

DfE details research which supports the use of phonics as the DfE details research which supports the use of phonics as the most effective method to teach children to read, e.g. :- most effective method to teach children to read, e.g. :-

2005 – 2005 – ClackmannanshireClackmannanshire – 7 year study- – 7 year study-300300 children – children – more progress in reading and spelling than other children more progress in reading and spelling than other children their agetheir age

2005 – 2005 – Australian report – Australian report – Teaching Reading Teaching Reading – found – found an an extensive body of local and international extensive body of local and international evidence-based literacy research evidence-based literacy research – which supports – which supports SSP taught explicitly, systematically, early and well.SSP taught explicitly, systematically, early and well.

2006 – 2006 – US National Reading Panel US National Reading Panel (NRP) – (NRP) – 38 studies 38 studies –SSP instruction had a positive and significant effect on –SSP instruction had a positive and significant effect on reading skills of low-achieving students with and without reading skills of low-achieving students with and without learning disabilities, and of low socio-economic status and learning disabilities, and of low socio-economic status and on the ability of good readers to spell.on the ability of good readers to spell.

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Methodology – what it is Longitudinal case studies over time – 3 years and 8 years Longitudinal case studies over time – 3 years and 8 years

Practitioners in the fieldPractitioners in the field Real-world school situationsReal-world school situations Reading, writing and spelling measuredReading, writing and spelling measured Whole classes – normal distribution of social, emotional, Whole classes – normal distribution of social, emotional,

behavioural and academic/learning difficultiesbehavioural and academic/learning difficulties No child omitted or disappliedNo child omitted or disapplied Comparisons of study school results with other populations:Comparisons of study school results with other populations:

Standardised assessments - norms – compare study Standardised assessments - norms – compare study classes with other children of same ageclasses with other children of same age

With other official DfE groupings:With other official DfE groupings: EnglandEngland Local AuthorityLocal Authority ‘‘Statistical neighbours’Statistical neighbours’

‘‘Similar pupils in similar schoolsSimilar pupils in similar schools’ from all ’ from all maintained schools maintained schools controlled for prior ability controlled for prior ability of of pupils – using Fisher Family Trust value-added analysispupils – using Fisher Family Trust value-added analysis 8

Methodology – what it is not

Not academic studies from a Not academic studies from a University departmentUniversity department

Not RCT or control trialsNot RCT or control trials Very difficult to get lab-type Very difficult to get lab-type

controls in educational studies controls in educational studies in the real world – particularly in the real world – particularly with whole classeswith whole classes

With controls – all sorts of With controls – all sorts of things can happen – e.g. things can happen – e.g. controls can get contaminatedcontrols can get contaminated 9

Measurements

Ability to Ability to read and spell read and spell isolated isolated wordswords accurately accurately

(Burt, Schonell –age equivalents;(Burt, Schonell –age equivalents;

BAS II Achievement Scales - age BAS II Achievement Scales - age equivalents, Standard Scores and equivalents, Standard Scores and Percentiles)Percentiles)

Reading comprehension and Reading comprehension and writingwriting

(National KS1 and KS2 assessments – (National KS1 and KS2 assessments – SATs)SATs) 10

Summary of results All children made a very good start with reading, All children made a very good start with reading,

writing and spelling at infant level (aged 4 to 7 writing and spelling at infant level (aged 4 to 7 years) years)

All children left primary school well equipped for All children left primary school well equipped for literacy demands of secondary education (11 literacy demands of secondary education (11 years)years)

Low-income and other disadvantaged children Low-income and other disadvantaged children and struggling learners overcame their difficulties and struggling learners overcame their difficulties to achieve at least average lit. levels for their ageto achieve at least average lit. levels for their age

Literacy teaching and targeted interventions Literacy teaching and targeted interventions were effective and had long-lasting impact, were effective and had long-lasting impact, without being expensivewithout being expensive

The The early grounding early grounding in SSP was crucially in SSP was crucially important for later successful secondary transferimportant for later successful secondary transfer

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2010-2013 StudyDfE CategoriesDfE Categories

Whole classWhole classBoysBoysGirlsGirlsPupil Premium/Free School MealsPupil Premium/Free School MealsEthnicity (non-white British)Ethnicity (non-white British)Language (previously EAL, now – Language Non-Language (previously EAL, now – Language Non-English)English)SEN (children on SEN Register)SEN (children on SEN Register)Summer birthdaysSummer birthdays

School identified groupsSchool identified groups

Catch-up group: low literacy - received SD interventionCatch-up group: low literacy - received SD interventionChallenging Behaviour group – Challenging Behaviour group – generic advice from LA in Y2generic advice from LA in Y212

2010-2013 Study Results – Reception and Year 1

ReceptionReceptionBaseline – Sept 10 – 0% GPCs 0% Reading 0% SpellingBaseline – Sept 10 – 0% GPCs 0% Reading 0% Spelling

Christmas 2010 – R class teacher reported, “Christmas 2010 – R class teacher reported, “huge increase in huge increase in number of Reception children being able to read and write number of Reception children being able to read and write compared with Reception children in previous yearscompared with Reception children in previous years”.”.

End of Reception - BAS II Achievement ScalesEnd of Reception - BAS II Achievement Scales Whole Class: RA Whole Class: RA +14 +14 months SA months SA +12+12 months months Lowest Group Lowest Group (catch-up) (catch-up) RA RA +7+7 months SA months SA +8+8 months months

Year 1Year 1

End of Year 1 - BAS II Achievement ScalesEnd of Year 1 - BAS II Achievement Scales Whole Class: RA Whole Class: RA +22 +22 months SA months SA + 21 + 21 monthsmonths Lowest Group Lowest Group (catch-up)(catch-up) RA RA +15 +15 months SA months SA +11 +11 monthsmonths

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2010-2013 Study Results– Year 2

Year 2Year 2Whole ClassWhole Class RA +28 m.RA +28 m. SA +21 m.SA +21 m.

BoysBoys RA +36 m.RA +36 m. SA +27 m.SA +27 m.

GirlsGirls RA +15 m.RA +15 m. SA +13 m.SA +13 m.

PP/FSMPP/FSM RA +24 m.RA +24 m. SA +19 m.SA +19 m.

Non-White BritishNon-White British RA +31 m.RA +31 m. SA +20 m.SA +20 m.

Language Non-EnglishLanguage Non-English RA +16 m.RA +16 m. SA +13 m.SA +13 m.

SENSEN RA +19 m.RA +19 m. SA +14 m.SA +14 m.

Summer BirthdaysSummer Birthdays RA +27 m.RA +27 m. SA +20 m.SA +20 m.

Catch – up groupCatch – up group RA +13 m.RA +13 m. SA +11 m.SA +11 m.

Challenging Behaviour group RA +34 m.Challenging Behaviour group RA +34 m. SA + 26 m.SA + 26 m. 14

2010-2013 Study Results in Year 2 – distribution of scores

Mean Mean CACA of Year 2 class: of Year 2 class: 7:047:04 yearsyears

RangeRange Median Median Interquartile Interquartile

RangeRange

RARA 7:07-13:097:07-13:09 9:03 9:03 8:03 – 10:11 8:03 – 10:11

SA SA 7:01 – 14:09 8:09 8:03 – 9:047:01 – 14:09 8:09 8:03 – 9:04

50% of Y2 class had reading ages between 8:03 and 10:1150% of Y2 class had reading ages between 8:03 and 10:1150% of Y2 class had spelling ages between 8:03 and 9:0450% of Y2 class had spelling ages between 8:03 and 9:04

50% of Y2 class 50% of Y2 class had reading had reading ages between ages between 8:03 – 10:118:03 – 10:11

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2010-2013 Study Results in Year 2 – National KS1 Assessments (SATs)

L2+L2+ L2+ L2+ L2B+ L2B+ L2B+ L2B+

Reading WritingReading Writing Reading Writing Reading Writing

Study school Study school 96%* 100%* 85%* 81%* 96%* 100%* 85%* 81%*

NationalNational 84%84% 78% 78% 72% 72% 57% 57%

**Achievements in Reading and Writing are above national figuresAchievements in Reading and Writing are above national figures

These results measure These results measure reading comprehension and writingreading comprehension and writing


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1. 1997-2004 Study Results in Reception All children entering Reception for 8 consecutive years (N = All children entering Reception for 8 consecutive years (N = 674674 ))

Entry assessment: Level E (lowest) Language, Level D Social Skills (national measure quoted in OfSTED reports)Entry assessment: Level E (lowest) Language, Level D Social Skills (national measure quoted in OfSTED reports)

End of Reception – mean achievements above CA (N = End of Reception – mean achievements above CA (N = 674674 )) :-:-

Reading Reading +14 +14 monthsmonths Spelling Spelling +15 +15 monthsmonths

Achievements of both the more able and the less able were raised. “The proport ion of children on the SEN register had fallen each year since 1998 even though % FSM remained fairly constant” -OfSTED 2004–Achievements of both the more able and the less able were raised. “The proport ion of children on the SEN register had fallen each year since 1998 even though % FSM remained fairly constant” -OfSTED 2004–Reading for Purpose and Pleasure.Reading for Purpose and Pleasure.


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Fine Grained analysis of Reception results

revealed: No gender gapNo gender gap No summer birthday gapNo summer birthday gap No social deprivation effectNo social deprivation effect No EAL effectNo EAL effect

Teaching was more powerful than these Teaching was more powerful than these potential barriers to learningpotential barriers to learning

2. 1997-2004 Study Results in Year 2 – National KS1 Assessments (SATs) -

2003

L2+ L2+ Reading & WritingReading & Writing L2B+ L2B+ Reading and WritingReading and Writing L3-R.L3-R. L3-W.L3-W. L3-L3- W-boysW-boys

School School 95%*95%* 88%*88%* 40%*40%* 31%*31%* 24%*24%*

(LEA 8%)(LEA 8%)

** These study school results were statistically significant compared with national results These study school results were statistically significant compared with national results


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3. 1997-2004 Study Results in Year 6 – National KS2 Assessments (SATs) -

2003

English Level 4+English Level 4+ Boys Level 5 WritingBoys Level 5 Writing

Study school Study school 89.4%* 89.4%* 33.3%*33.3%*

England 74.0%England 74.0% 11.0% 11.0%

LEA LEA 79.0% 9.5% 79.0% 9.5%

** These study school results were statistically significant compared with national and LEA results These study school results were statistically significant compared with national and LEA results


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4. 1997-2004 Study Results in Year 6 – National KS2 English Assessments (SATs) -

2004 English Level 4+English Level 4+ English Level 5English Level 5

Study school Study school 94%* 65%*94%* 65%*

England 77% 26%England 77% 26%

‘‘ Statistical Neighbours’ 80% 28%Statistical Neighbours’ 80% 28%

LEA 82% 29%LEA 82% 29%

** These study school results were statistically significant compared with national, ‘statistical neighbours’ and LEA results These study school results were statistically significant compared with national, ‘statistical neighbours’ and LEA results

‘‘ Statistical neighbours’ were identified from DfE data as being ‘similar schools’Statistical neighbours’ were identified from DfE data as being ‘similar schools’


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4. 1997-2004 Study Results – Value added analysis by

LA Information and Research Service controlling for prior ability of pupils

Analysis of 2004 KS2 English SATs does not take account of Analysis of 2004 KS2 English SATs does not take account of prior ability prior ability of pupilsof pupils

Therefore a value-added analysis was conducted by LEA Information and Research ServiceTherefore a value-added analysis was conducted by LEA Information and Research Service

Fisher Family Trust school level value-added report was usedFisher Family Trust school level value-added report was used

English KS2 result of 65% Level 5 is significantly above expectations for “English KS2 result of 65% Level 5 is significantly above expectations for “ similar pupils in similar schoolssimilar pupils in similar schools ””

Study school was at Study school was at 44 thth Percentile Rank against all maintained primary schools (i.e. top Percentile Rank against all maintained primary schools (i.e. top 4%4% of schools) of schools)


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4. 1997-2004 Study Results – Analysis by

LA Information and Research Service comparing with all pupils of same age in

England

English KS2 result of 65% Level 5 is significantly above expectat ions in terms of English KS2 result of 65% Level 5 is significantly above expectat ions in terms of mean NC Levels of all pupils in Englandmean NC Levels of all pupils in England

Study school is at Study school is at 99 thth Percent ile Rank nationally ( i.e. top Percent ile Rank nationally ( i.e. top 9%9% of schools) of schools)

50% of Y2 class 50% of Y2 class had reading ages had reading ages between 8:03 – between 8:03 – 10:1110:11

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4. 1997-2004 Study Results – High Achievers - Analysis by

LA Information and Research Service into individual pupils’ Reading to Reading and Writing to Writing progress figures from KS1 to KS2 in terms of NC points

ReadingReading W ritingW riting

Study Sc hool Study Sc hool 13.713.7 ** 13.713.7 **

N ational Expec tations 12.0 12.0N ational Expec tations 12.0 12.0

L EA Average 12.3L EA Average 12.3 11. 5 11. 5

Points c ons idered “ high 13. 0 13.0Points c ons idered “ high 13. 0 13.0

attaining” f or L Aattaining” f or L A

** A large number of pupils in the study class performed significant ly above expectat ions in English A large number of pupils in the study class performed significant ly above expectat ions in EnglishH yp ot h esis is t h at a p h on ics r ich en vir on m en t in m ain st r eam classes in K S 2 in clu d in g con t in u ed S ou n d D iscover y t each in g an d S n ap p y Lesson in t er ven t ion s en ab led t h is sig n ifi can t im p r ovem en t t o occu r ab ove exp ect at ion s H yp ot h esis is t h at a p h on ics r ich en vir on m en t in m ain st r eam classes in K S 2 in clu d in g con t in u ed S ou n d D iscover y t each in g an d S n ap p y Lesson in t er ven t ion s en ab led t h is sig n ifi can t im p r ovem en t t o occu r ab ove exp ect at ion s

50% of Y2 class 50% of Y2 class had reading ages had reading ages between 8:03 – between 8:03 – 10:1110:11 24

4. 1997-2004 Study Results – LA analysis-Underachievers

Moderate Literacy Difficult iesModerate Literacy Difficult ies Severe Literacy Difficult iesSevere Literacy Difficult ies

Level 3Level 3 Level 2 and belowLevel 2 and below

Study School Study School 6%6% ** 0%*0%*

England 15%England 15% 7% 7%

** LA compared study school and national figures and found significantly fewer pupils performing below expectations in English LA compared study school and national figures and found significantly fewer pupils performing below expectations in English

Hypothesis is that teaching SSP in this way posit ively impacts on incidence of moderate and severe literacy difficult ies.Hypothesis is that teaching SSP in this way posit ively impacts on incidence of moderate and severe literacy difficult ies.


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Key Features of synthetic phonics are to teach (Rose 2006):

letter/sound matchesletter/sound matches grapheme/phoneme grapheme/phoneme correspondences (GPCs) in a clearly defined, correspondences (GPCs) in a clearly defined, incremental sequence (incremental sequence (basic code and basic code and advancedadvanced code code))

blendingblending of sounds all-through-the-word for of sounds all-through-the-word for readingreading

segmentingsegmenting of spoken word all-through-the-word of spoken word all-through-the-word into constituent sounds for spellinginto constituent sounds for spelling

that blending and segmenting are that blending and segmenting are reversiblereversible processes processes

NFER Reports - teaching of phonics and attitudes towards phonics in schools

(2013, 2014) 90% literacy co-ordinators felt a 90% literacy co-ordinators felt a variety variety

of different methodsof different methods should be used to should be used to teach children to decode wordsteach children to decode words

““mixed methodsmixed methods” - some phonics, ” - some phonics, learning words as global wholes as ‘sight learning words as global wholes as ‘sight words’, guessing from pictures or context words’, guessing from pictures or context (Searchlights)(Searchlights)

““teachers … have not yet fully adopted teachers … have not yet fully adopted DfE recommended phonics practices”DfE recommended phonics practices”

ImplicationsImplications: All children are still not receiving best start : All children are still not receiving best start to their literacy. Struggling children not receiving most to their literacy. Struggling children not receiving most effective intervention. Literacy standards may not be effective intervention. Literacy standards may not be raised as expected and some vulnerable children may raised as expected and some vulnerable children may continue to struggle to learn to read.continue to struggle to learn to read. 27

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The ‘simple view of reading’: there are two distinct processes in learning to read-

‘word recognition’ and ‘language comprehension’-Primary Framework for literacy, DfES,

2006 – Replaced Searchlights model from NLS

Languagecomprehension

processes

Languagecomprehension

processes

Wordrecognitionprocesses

Wordrecognitionprocesses

goodpoor

poor

good

Reading = Reading = Word DecodingWord Decoding

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Language ComprehensionLanguage Comprehension

good word decoding contributes to good word decoding contributes to good reading comprehensiongood reading comprehension

The Simple View of Reading Independent review of the teaching of early reading, DfES, Rose 2006, p81. Replaces Searchlights model from NLS

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How to teach phonics effectively Use Use government approvedgovernment approved systematic phonics systematic phonics

programmeprogramme

Teach synthetic phonics from beginning of Teach synthetic phonics from beginning of ReceptionReception to to the the whole classwhole class

Identify slow-to-start Identify slow-to-start children asap, at least by Xmas of YRchildren asap, at least by Xmas of YR

Start Start extra SSP teaching and practice extra SSP teaching and practice in small keep-in small keep-up/catch-up groups straight away using up/catch-up groups straight away using samesame resources resources and teachingand teaching

Continue keep-up/catch-up groupsContinue keep-up/catch-up groups through KS1 and through KS1 and KS2 as necessary. Phonics becomes increasingly KS2 as necessary. Phonics becomes increasingly important for important for spellingspelling..

Teach in Teach in multisensorymultisensory and and fast-pacedfast-paced way way

Deliver Deliver structured lessons structured lessons - teaching reading by - teaching reading by decoding & blending and spelling by segmenting & decoding & blending and spelling by segmenting & encoding – dictationencoding – dictation

Apply phonics to Apply phonics to word and sentence levels word and sentence levels from very from very first lessons, thus engaging with first lessons, thus engaging with meaningmeaning straight away straight away 30

How to teach phonics effectively (continued)

Apply phonics to both Apply phonics to both reading and writingreading and writing – reversibility – reversibility of alphabetic codeof alphabetic code

Teach Teach handwritinghandwriting explicitly explicitly

Teach Teach HFWHFW through through GPCsGPCs, not as ‘sight words’, not as ‘sight words’

Thread phonics throughout school day for Thread phonics throughout school day for incidental incidental phonics learningphonics learning – progression wall charts and desk mats – progression wall charts and desk mats

Develop Develop fluencyfluency through through precision monitoringprecision monitoring and and speed of reading through ‘speed of reading through ‘speed readsspeed reads’ ’

Provide reading and writing experiences which develop Provide reading and writing experiences which develop vocabulary, oral language and comprehensionvocabulary, oral language and comprehension

ExtendExtend beyond the basic and advanced alphabetic codes beyond the basic and advanced alphabetic codes to to polysyllabic and complex wordspolysyllabic and complex words. Teach . Teach morphological units, syllables and Latin prefixes to develop morphological units, syllables and Latin prefixes to develop vocabulary and comprehension as well as literacy.vocabulary and comprehension as well as literacy.

Set phonics teaching in a curriculum rich in Set phonics teaching in a curriculum rich in language & language & good literaturegood literature, so children can experience & enjoy , so children can experience & enjoy quality books which can be read to and with them – basis quality books which can be read to and with them – basis of role play etc.of role play etc.

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Addendum 1 – Importance of effective phonics at the earliest

point in teaching-prevention better than cure

Professor Linnea Ehri, paper presented at DfES ‘phonics’ seminar (2003):Professor Linnea Ehri, paper presented at DfES ‘phonics’ seminar (2003):

“ “ Findings suggest that using phonics instruction to Findings suggest that using phonics instruction to remediate remediate reading problems may be harder than using reading problems may be harder than using phonics at phonics at earliest pointearliest point to to preventprevent reading reading difficulties.difficulties.

When phonics instruction is introduced When phonics instruction is introduced afterafter students students have already acquired some reading skills – may be have already acquired some reading skills – may be more difficult to step in and influence how they read – it more difficult to step in and influence how they read – it requires changing students’ requires changing students’ habitshabits..

E.g. to improve accuracy, students may need: to E.g. to improve accuracy, students may need: to suppress the habit of guessing words based on context suppress the habit of guessing words based on context and minimal letter cues, to slow down, and to examine and minimal letter cues, to slow down, and to examine the spellings of words more fully when they read them.”the spellings of words more fully when they read them.”32

Addendum 2 – Importance of early language development for breaking the ‘cycle of poverty’ and

for school success http://rrf.org.uk/pdf/Grant%20Follow-Up%20Studies%20-%20May%202014.pdf pp 4-5 and 23 pp 4-5 and 23

Hart and Risley (1992, 1995, 1999) – from US – studied Hart and Risley (1992, 1995, 1999) – from US – studied preschool children preschool children at home at home from poorer and professional from poorer and professional families from families from 7 7 months to months to 36 36 monthsmonths..

CRUCIAL FACTOR – CRUCIAL FACTOR – amountamount of talk of talk – – NOT social class or NOT social class or income of parents – which predicted children’s intellectual income of parents – which predicted children’s intellectual achievements.achievements.

Generally working class families talked less to their babies Generally working class families talked less to their babies than professional families – BUT NOT EXCLUSIVELYthan professional families – BUT NOT EXCLUSIVELY

Some working class parents talked as much as professionals Some working class parents talked as much as professionals and some affluent parents talked as little as those on welfareand some affluent parents talked as little as those on welfare

TYPE OF TALK TYPE OF TALK – was also important – not just ‘business talk’ – was also important – not just ‘business talk’ (“put that down”) but the extra, conversational, talking for (“put that down”) but the extra, conversational, talking for pleasure, sociable talk - rich in vocabulary, complex ideas, pleasure, sociable talk - rich in vocabulary, complex ideas, subtle guidance and positive reinforcement – the ‘good stuff’ subtle guidance and positive reinforcement – the ‘good stuff’ of developmental psychology – so important for intellectual of developmental psychology – so important for intellectual development.development.

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Addendum 3– Implications for secondary schools

Check phonics teaching in Check phonics teaching in ReceptionReception of feeder primary of feeder primary schoolsschools

Check community awareness of vital importance of Check community awareness of vital importance of talking to talking to babies especially under 3 years of agebabies especially under 3 years of age - parents, families, - parents, families, health visitors, child minders, early years staff etc.health visitors, child minders, early years staff etc.

In school- provide interventions as necessary with a In school- provide interventions as necessary with a gov. gov. approved synthetic phonics programmeapproved synthetic phonics programme at least 2/3 times at least 2/3 times per week or dailyper week or daily

Also ensure you use the Also ensure you use the comprehension strand comprehension strand of your of your phonics programme for students to apply their phonics and phonics programme for students to apply their phonics and develop their vocabulary and comprehension (part of English develop their vocabulary and comprehension (part of English curriculum?)curriculum?)

Ensure your phonics programme Ensure your phonics programme extendsextends to polysyllabic to polysyllabic words, to syllables, to prefixes, suffixes, root words etc. which words, to syllables, to prefixes, suffixes, root words etc. which have meaning.have meaning.

Also provide Also provide oral language interventions oral language interventions as necessary to as necessary to develop the language comprehension part of the Simple View develop the language comprehension part of the Simple View of Reading.of Reading.

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Before Questions ..The future……….

What What oneone thing will I thing will I remember from this talk?remember from this talk?

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Hooray! Time for Questions and Lunch!

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