Marlynne Grant's Presentation researchED Conference September 2014

1. 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
marlynne.grant@syntheticphonics.net
1

2. Personal Introduction
 Chartered and Registered EducationalChartered and Registered Educational
PsychologistPsychologist
 Worked as practising EP in Local AuthoritiesWorked as practising EP in Local Authorities
 Author of Sound Discovery® and RapidAuthor of Sound Discovery® and Rapid
PhonicsPhonics
 Founded Synthetic Phonics LtdFounded Synthetic Phonics Ltd
 Committee member of Reading ReformCommittee member of Reading Reform
Foundation (RRF)Foundation (RRF) 2

3. 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 confidentto be accurate, fluent and confident
readers (spellers and writers)readers (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 literacyto 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 aboutNow I’m going to talk about what workswhat works toto
achieve these goals…………30 min then qus.achieve these goals…………30 min then qus. 3

4. Essence of “what works”…
 Teaching systematic synthetic phonics (SSP) from beginningTeaching 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 byIdentifying slow-to-start children asap and at least by
Christmas of Reception (the 5-10% potentially ‘dyslexic’)Christmas of Reception (the 5-10% potentially ‘dyslexic’)
 Starting extra teaching and extra practice in small keep-Starting extra teaching and extra practice in small keep-
up groups using same resources and teachingup 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 asTeaching 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 toGood readers use context to supplementsupplement letter-soundletter-sound
knowledge, not as a substitute for letter-sound knowledgeknowledge, not as a substitute for letter-sound knowledge
4

5. 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 inBut potentially - if you deliver SSP in
rigorous and diligent way – with arigorous and diligent way – with a
government approved programme - thesegovernment 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 LA– largest primary school in LA
–3 form entry––3 form entry–statistics more robuststatistics more robust 5

6. Two Longitudinal School Studies with
SSP- continued
 2010 – 20132010 – 2013
 One whole class (One whole class (30 pupils) tracked from school entrypupils) 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 2Assessed 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 spellingAssessed 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 2003pupils) tracked from R to KS1 SATs in 2003
3.3. One age-cohort(One age-cohort(6666 pupils) tracked from R to KS2 SATs in 2003pupils) tracked from R to KS2 SATs in 2003
4.4. One age-cohort(One age-cohort(9090 pupils) tracked from R to KS2 SATs in 2004pupils) tracked from R to KS2 SATs in 2004
6

7. 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 readingSSP is the internationally proven method of driving up reading
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 theDfE 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 – morechildren – more
progress in reading and spelling than other children theirprogress in reading and spelling than other children their
ageage
 2005 –2005 – Australian report –Australian report – Teaching ReadingTeaching Reading – found an– found an
extensive body of local and international evidence-basedextensive body of local and international evidence-based
literacy researchliteracy research – which supports SSP taught explicitly,– which supports SSP taught explicitly,
systematically, early and well.systematically, early and well.
 2006 –2006 – US National Reading PanelUS National Reading Panel (NRP) –(NRP) – 38 studies38 studies –SSP–SSP
instruction had a positive and significant effect on readinginstruction had a positive and significant effect on reading
skills of low-achieving students with and without learningskills of low-achieving students with and without learning
disabilities, and of low socio-economic status and on thedisabilities, and of low socio-economic status and on the
ability of good readers to spell.ability of good readers to spell.
7

8. Methodology – what it is
 Longitudinal case studies over time – 3 years and 8 yearsLongitudinal 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 classesStandardised assessments - norms – compare study classes
with other children of same agewith 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 maintained schools’ from all maintained schools
controlled for prior abilitycontrolled for prior ability of pupils – using Fisher Familyof pupils – using Fisher Family
Trust value-added analysisTrust value-added analysis 8

9. Methodology – what it is not
 Not academic studies from aNot academic studies from a
University departmentUniversity department
 Not RCT or control trialsNot RCT or control trials
 Very difficult to get lab-typeVery difficult to get lab-type
controls in educational studies incontrols in educational studies in
the real world – particularly withthe real world – particularly with
whole classeswhole classes
 With controls – all sorts of thingsWith controls – all sorts of things
can happen – e.g. controls can getcan happen – e.g. controls can get
contaminatedcontaminated 9

10. Measurements
 Ability toAbility to read and spellread and spell isolatedisolated
wordswords accuratelyaccurately
(Burt, Schonell –age equivalents;(Burt, Schonell –age equivalents;
BAS II Achievement Scales - ageBAS II Achievement Scales - age
equivalents, Standard Scores andequivalents, Standard Scores and
Percentiles)Percentiles)
 Reading comprehension and writingReading comprehension and writing
(National KS1 and KS2 assessments –(National KS1 and KS2 assessments –
SATs)SATs) 10

11. 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 7writing and spelling at infant level (aged 4 to 7
years)years)
 All children left primary school well equipped forAll children left primary school well equipped for
literacy demands of secondary education (11literacy demands of secondary education (11
years)years)
 Low-income and other disadvantaged children andLow-income and other disadvantaged children and
struggling learners overcame their difficulties tostruggling learners overcame their difficulties to
achieve at least average lit. levels for their ageachieve at least average lit. levels for their age
 Literacy teaching and targeted interventionsLiteracy teaching and targeted interventions
were effective and had long-lasting impact,were effective and had long-lasting impact,
without being expensivewithout being expensive
 TheThe early groundingearly grounding in SSP was cruciallyin SSP was crucially
important for later successful secondary transferimportant for later successful secondary transfer11

12. 2010-2013 Study
DfE CategoriesDfE Categories
Whole classWhole class
BoysBoys
GirlsGirls
Pupil Premium/Free School MealsPupil Premium/Free School Meals
Ethnicity (non-white British)Ethnicity (non-white British)
Language (previously EAL, now – Language Non-English)Language (previously EAL, now – Language Non-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 intervention
Challenging Behaviour group –Challenging Behaviour group – generic advice from LA in Y2generic advice from LA in Y2 12

13. 2010-2013 Study Results – Reception and Year 1
ReceptionReception
Baseline – 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 inhuge increase in
number of Reception children being able to read and writenumber 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: RAWhole Class: RA +14+14 months SAmonths SA +12+12 monthsmonths
 Lowest GroupLowest Group (catch-up)(catch-up) RARA +7+7 months SAmonths SA +8+8 monthsmonths
Year 1Year 1
End of Year 1 - BAS II Achievement ScalesEnd of Year 1 - BAS II Achievement Scales
 Whole Class: RAWhole Class: RA +22+22 months SAmonths SA + 21+ 21 monthsmonths
 Lowest GroupLowest Group (catch-up)(catch-up) RARA +15+15 months SAmonths SA +11+11 monthsmonths13

14. 2010-2013 Study Results– Year 2
Year 2Year 2
Whole 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

15. 2010-2013 Study Results in Year 2 – distribution of scores
MeanMean CACA of Year 2 class:of Year 2 class: 7:047:04 yearsyears
RangeRange MedianMedian InterquartileInterquartile
RangeRange
RARA 7:07-13:097:07-13:09 9:039:03 8:03 – 10:118:03 – 10:11
SASA 7:01 – 14:09 8:09 8:03 – 9:047:01 – 14:09 8:09 8:03 – 9:04

50% of Y 2 class had reading ages between 8:03 and 10:1150% of Y 2 class had reading ages between 8:03 and 10:11

50% of Y 2 class had spelling ages between 8:03 and 9:0450% of Y 2 class had spelling ages between 8:03 and 9:04
50% of50% of
Y2 classY2 class
hadhad 15

16. 2010-2013 Study Results in Year 2 –
National KS1 Assessments (SATs)
L2+L2+ L2+L2+ L2B+L2B+ L2B+L2B+
Reading WritingReading Writing Reading WritingReading Writing
Study schoolStudy 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 measureThese results measure reading comprehension and writingreading comprehension and writing
50% of50% of
Y2 classY2 class
hadhad 16

17. 1. 1997-2004 Study Results in Reception
Allchildren entering Reception for 8 consecutive years (N=Allchildren entering Reception for 8 consecutive years (N= 674674))

Entry assessment:LevelE (lowest) Language,LevelD Social Skills (national measure quoted in OfSTED reports)Entry assessment:LevelE (lowest) Language,LevelD 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)):-:-
ReadingReading +14+14 monthsmonths SpellingSpelling +15+15 monthsmonths

Achievements of both the more able and the less able were raised. “The proportion of children on the SEN register had fallen each year since 1998 even though % FSMremained fairly constant” -OfSTED 2004–Achievements of both the more able and the less able were raised. “The proportion of children on the SEN register had fallen each year since 1998 even though % FSMremained fairly constant” -OfSTED 2004–Reading for Purpose and Pleasure.Reading for Purpose and Pleasure.
50% of50% of
Y2 classY2 class
hadhad 17

18. 18
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 theseTeaching was more powerful than these
potential barriers to learningpotential barriers to learning

19. 2. 1997-2004 Study Results in Year 2 –
National KS1 Assessments (SATs) - 2003
L2+L2+ Rea ding & WritingRea ding & Writing L2B+L2B+ Rea ding and WritingRea ding and Writing L3-R.L3-R. L3-W.L3-W. L3-L3- W-boysW-boys
SchoolSchool 95%*95%* 88%*88%* 40%*40%* 31%*31%* 24%*24%*
(LEA 8%)(LEA 8%)
** These study school results were statistically significant compared with national resultsThese study school results were statistically significant compared with national results
50% of50% of
Y2 classY2 class
19

20. 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 schoolStudy school 89.4%*89.4%* 33.3%*33.3%*
England 74.0%England 74.0% 11.0%11.0%
LEALEA 79.0% 9.5%79.0% 9.5%
** These study school results were statistically significant compared with national and LEA resultsThese study school results were statistically significant compared with national and LEA results
50% of50% of
Y2 classY2 class
20

21. 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 schoolStudy 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 resultsThese 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’
50% of50% of
Y2 classY2 class
21

22. 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 ofAnalysis of 2004 KS2 English SATs does not take account of prior abilityprior ability of pupilsof pupils
Therefore a value-added analysisw as conducted by LEA Information and Research ServiceTherefore a value-added analysisw as 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 atStudy school was at 44thth
Percentile Rank against all maintained primary schools (i.e. topPercentile Rank against all maintained primary schools (i.e. top 4%4% of schools)of schools)
50% of Y250% of Y2
class hadclass had
reading agesreading ages22

23. 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 expectations in terms ofEnglish KS2 result of 65% Level 5 is significantly above expectations in terms of mean NC Levels of all pupils in Englandmean NC Levels of all pupils in England
Study school is atStudy school is at 99thth
Percentile Rank nationally (i.e. topPercentile Rank nationally (i.e. top 9%9% of schools)of schools)
50% of50% of
Y2 classY2 class 23

24. 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 pointsReadingReading WritingWriting
Study SchoolStudy School 13.713.7** 13.713.7**
National Expectations 12.0 12.0National Expectations 12.0 12.0
LEA Average 12.3LEA Average 12.3 11.511.5
Points considered “high 13.0 13.0Points considered “high 13.0 13.0
attaining” for LAattaining” for LA
** A l arge number of pupils in the study cl ass performed significantly above expectations in Engl ishA l arge number of pupils in the study cl ass performed significantly above expectations in Engl ish
Hypothesis is that a phonics rich environment in ma instream c la sses in KS2 inc luding c ontinued Sound Disc overy teac hing a nd Snappy Lesson interventions ena bled this signific a nt improvement to oc c ur a bove expectationsHypothesis is that a phonics rich environment in ma instream c la sses in KS2 inc luding c ontinued Sound Disc overy teac hing a nd Snappy Lesson interventions ena bled this signific a nt improvement to oc c ur a bove expectations
50% of Y250% of Y2
class hadclass had
24

25. 4. 1997-2004 Study Results – LA analysis-
Underachievers
Moderate Literacy DifficultiesModerate Literacy Difficulties Severe Literacy DifficultiesSevere Literacy Difficulties
Level 3Level 3 Level 2 and belowLevel 2 and below
Study SchoolStudy 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 EnglishLA compared study school and national figures and found significantly fewer pupils performing below expectations in English

Hypothesis is that teaching SSP in this way positively impacts on incidence of moderate and severe literacy difficulties.Hypothesis is that teaching SSP in this way positively impacts on incidence of moderate and severe literacy difficulties.
50% of50% of
Y2 classY2 class
25

26. 26
Key Features of synthetic
phonics are to teach (Rose 2006):
 letter/sound matchesletter/sound matches grapheme/phonemegrapheme/phoneme
correspondences (GPCs) in a clearly defined, incrementalcorrespondences (GPCs) in a clearly defined, incremental
sequence (sequence (basic code andbasic code and advancedadvanced codecode))
 blendingblending of sounds all-through-the-word for readingof sounds all-through-the-word for reading
 segmentingsegmenting of spoken word all-through-the-wordof spoken word all-through-the-word
into constituent sounds for spellinginto constituent sounds for spelling
 that blending and segmenting arethat blending and segmenting are
reversiblereversible processesprocesses

27. NFER Reports - teaching of phonics and attitudes
towards phonics in schools (2013, 2014)
 90% literacy co-ordinators felt a90% literacy co-ordinators felt a varietyvariety
of different methodsof different methods should be used toshould be used to
teach children to decode wordsteach children to decode words
 ““mixed methodsmixed methods” - some phonics, learning” - some phonics, learning
words as global wholes as ‘sight words’,words as global wholes as ‘sight words’,
guessing from pictures or contextguessing from pictures or context (Searchlights)(Searchlights)
 ““teachers … have not yet fully adopted DfEteachers … have not yet fully adopted DfE
recommended phonics practices”recommended phonics practices”
 ImplicationsImplications: All children are still not receiving best start to: All children are still not receiving best start to
their literacy. Struggling children not receiving mosttheir literacy. Struggling children not receiving most
effective intervention. Literacy standards may not beeffective intervention. Literacy standards may not be
raised as expected and some vulnerable children mayraised as expected and some vulnerable children may
continue to struggle to learn to read.continue to struggle to learn to read. 27

28. 28
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
Language
comprehension
processes
Language
comprehension
processes
Word
recognition
processes
Word
recognition
processes
goodpoor
poor
good

29. Reading =Reading = Word DecodingWord Decoding
xx
Language ComprehensionLanguage Comprehension
 good word decoding contributes togood 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
29

30. How to teach phonics effectively
 UseUse government approvedgovernment approved systematic phonics programmesystematic phonics programme
 Teach synthetic phonics from beginning ofTeach synthetic phonics from beginning of ReceptionReception to theto the
whole classwhole class
 Identify slow-to-startIdentify slow-to-start children asap, at least by Xmas of YRchildren asap, at least by Xmas of YR
 StartStart extra SSP teaching and practiceextra SSP teaching and practice in small keep-in small keep-
up/catch-up groups straight away usingup/catch-up groups straight away using samesame resources andresources and
teachingteaching
 Continue keep-up/catch-up groupsContinue keep-up/catch-up groups through KS1 and KS2 asthrough KS1 and KS2 as
necessary. Phonics becomes increasingly important fornecessary. Phonics becomes increasingly important for
spellingspelling..
 Teach inTeach in multisensorymultisensory andand fast-pacedfast-paced wayway
 DeliverDeliver structured lessonsstructured lessons - teaching reading by decoding &- teaching reading by decoding &
blending and spelling by segmenting & encoding – dictationblending and spelling by segmenting & encoding – dictation
 Apply phonics toApply phonics to word and sentence levelsword and sentence levels from very firstfrom very first
lessons, thus engaging withlessons, thus engaging with meaningmeaning straight awaystraight away
30

31. How to teach phonics effectively (continued)
 Apply phonics to bothApply phonics to both reading and writingreading and writing – reversibility of– reversibility of
alphabetic codealphabetic code
 TeachTeach handwritinghandwriting explicitlyexplicitly
 TeachTeach HFWHFW throughthrough GPCsGPCs, not as ‘sight words’, not as ‘sight words’
 Thread phonics throughout school day forThread phonics throughout school day for incidental phonicsincidental phonics
learninglearning – progression wall charts and desk mats– progression wall charts and desk mats
 DevelopDevelop fluencyfluency throughthrough precision monitoringprecision monitoring and speed ofand speed of
reading through ‘reading through ‘speed readsspeed reads’’
 Provide reading and writing experiences which developProvide reading and writing experiences which develop
vocabulary, oral language and comprehensionvocabulary, oral language and comprehension
 ExtendExtend beyond the basic and advanced alphabetic codes tobeyond the basic and advanced alphabetic codes to
polysyllabic and complex wordspolysyllabic and complex words. Teach morphological units,. Teach morphological units,
syllables and Latin prefixes to develop vocabulary andsyllables and Latin prefixes to develop vocabulary and
comprehension as well as literacy.comprehension as well as literacy.
 Set phonics teaching in a curriculum rich inSet phonics teaching in a curriculum rich in language & goodlanguage & good
literatureliterature, so children can experience & enjoy quality books, so children can experience & enjoy quality books
which can be read to and with them – basis of role play etc.which can be read to and with them – basis of role play etc.
31

32. 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 toFindings suggest that using phonics instruction to
remediateremediate reading problems may be harder than usingreading problems may be harder than using
phonics atphonics at earliest pointearliest point toto preventprevent reading difficulties.reading difficulties.
 When phonics instruction is introducedWhen phonics instruction is introduced afterafter students havestudents have
already acquired some reading skills – may be more difficultalready acquired some reading skills – may be more difficult
to step in and influence how they read – it requires changingto step in and influence how they read – it requires changing
students’students’ habitshabits..
 E.g. to improve accuracy, students may need: to suppressE.g. to improve accuracy, students may need: to suppress
the habit of guessing words based on context and minimalthe habit of guessing words based on context and minimal
letter cues, to slow down, and to examine the spellings ofletter cues, to slow down, and to examine the spellings of
words more fully when they read them.”words more fully when they read them.”
32

33. 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-%http://rrf.org.uk/pdf/Grant%20Follow-Up%20Studies%20-%20May%202014.pdf20May%202014.pdf pp 4-5 and 23pp 4-5 and 23
 Hart and Risley (1992, 1995, 1999) – from US – studied preschoolHart and Risley (1992, 1995, 1999) – from US – studied preschool
childrenchildren at homeat home from poorer and professional families fromfrom poorer and professional families from 77
months tomonths to 3636 monthsmonths..
 CRUCIAL FACTOR –CRUCIAL FACTOR – amountamount of talkof talk –– NOT social class or incomeNOT social class or income
of parents – which predicted children’s intellectual achievements.of parents – which predicted children’s intellectual achievements.
 Generally working class families talked less to their babies thanGenerally working class families talked less to their babies than
professional families – BUT NOT EXCLUSIVELYprofessional families – BUT NOT EXCLUSIVELY
 Some working class parents talked as much as professionals andSome working class parents talked as much as professionals and
some affluent parents talked as little as those on welfaresome affluent parents talked as little as those on welfare
 TYPE OF TALKTYPE OF TALK – was also important – not just ‘business talk’ (“put– was also important – not just ‘business talk’ (“put
that down”) but the extra, conversational, talking for pleasure,that down”) but the extra, conversational, talking for pleasure,
sociable talk - rich in vocabulary, complex ideas, subtle guidancesociable talk - rich in vocabulary, complex ideas, subtle guidance
and positive reinforcement – the ‘good stuff’ of developmentaland positive reinforcement – the ‘good stuff’ of developmental
psychology – so important for intellectual development.psychology – so important for intellectual development. 33

34. Addendum 3– Implications for secondary schools
 Check phonics teaching inCheck phonics teaching in ReceptionReception of feeder primary schoolsof feeder primary schools
 Check community awareness of vital importance ofCheck community awareness of vital importance of talking totalking to
babies especially under 3 years of agebabies especially under 3 years of age - parents, families, health- parents, families, health
visitors, child minders, early years staff etc.visitors, child minders, early years staff etc.
 In school- provide interventions as necessary with aIn school- provide interventions as necessary with a gov. approvedgov. approved
synthetic phonics programmesynthetic phonics programme at least 2/3 times per week or dailyat least 2/3 times per week or daily
 Also ensure you use theAlso ensure you use the comprehension strandcomprehension strand of your phonicsof your phonics
programme for students to apply their phonics and develop theirprogramme for students to apply their phonics and develop their
vocabulary and comprehension (part of English curriculum?)vocabulary and comprehension (part of English curriculum?)
 Ensure your phonics programmeEnsure your phonics programme extendsextends to polysyllabic words, toto polysyllabic words, to
syllables, to prefixes, suffixes, root words etc. which have meaning.syllables, to prefixes, suffixes, root words etc. which have meaning.
 Also provideAlso provide oral language interventionsoral language interventions as necessary to developas necessary to develop
the language comprehension part of the Simple View of Reading.the language comprehension part of the Simple View of Reading.
34

35. 35
Before Questions ..
The future……….
 WhatWhat oneone thing will I rememberthing will I remember
from this talk?from this talk?

36. 36
Hooray! Time for Questions
and Lunch!