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Why every teacher should understand the importance of phonics Dr Wendy Jolliffe 19 November 2012.

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Presentation on theme: "Why every teacher should understand the importance of phonics Dr Wendy Jolliffe 19 November 2012."— Presentation transcript:

1 Why every teacher should understand the importance of phonics Dr Wendy Jolliffe 19 November 2012

2 Session outcomes the impact of poor reading skills on accessing the curriculum the role of phonics in the teaching of reading the features of systematic synthetic phonics the alphabetic code methods of support for struggling readers To gain an understanding of:

3 The impact of limited reading skills Tom’s Midnight Garden by Philippa Pearce Chronological age years Reading age years

4 Chronological age years Reading age years 1 year adrift Percentage of words unknown 8.3%

5 Chronological age years Reading age years 2 years adrift Percentage of words unknown 17.4%

6 Chronological age years Reading age years 4 years adrift Percentage of words unknown 44%

7 Understanding the role of systematic synthetic phonics in reading and writing Reading has two essential key components Decoding (word recognition)Comprehension (language comprehension)

8 Can you read this?    

9 Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension

10 The research evidence Explicit teaching of phonics within meaningful context of texts (Adams, 1990) Importance of developing phonological awareness (Bryant, 1993, Goswami, 1995) Three major international reviews: National Reading Panel (NICHD, 2000) Independent Review of the Reaching of Early Reading ‘Rose Review’ (DfES, 2006) Australian government review (DoEST, 2005) Educational neuroscience (Dehaene, 2009, McCandliss, 2003)

11 123 cat bird fish knight These words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme. Phonics and the alphabetic code

12 The complexities of the English language 24 consonant phonemes 44 phonemes 26 letters 20 vowel phonemes The same phoneme can be spelt in more than one way A phoneme can be represented by one or more letters The same grapheme may represent more than one phoneme

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14 Segmenting words - Sound buttons fin bridge catchdaughter

15 Teaching systematic synthetic phonics In primary school, pupils are taught phonic knowledge in a systematic way : 1. to blend CVC (consonant–vowel–consonant) words, for example ‘b/i/g, ’‘ch/i/p ’ 2. to recognise all 44 phonemes3. to blend adjacent consonants (e.g. bl, br, dr, sp, tr)4. to know all long vowel phonemesStruggling readers at KS3 should be assessed against these 4 aspects Strengths/weaknesses need to be identified and teaching strategies developed across all subjects

16 Supporting struggling readers

17 Consider the following aspects : Phonics - decoding complex wordsOrthography – knowledge of common spelling patternsSemantic knowledge – vocabularySyntactic knowledge – structures of sentencesMorphological development – knowledge of meaningful roots of words

18 Supporting struggling readers Examine the specific subject and context of what is to be read and make links to pupils’ own experiences Provide opportunities for brainstorming, group discussion, displays, diagrams, charts and summaries Provide glossaries of key words Provide opportunities for collaborative work What can secondary teachers do?

19 Plenary What is the role of phonics in the teaching of reading and writing? Consider how it can be used to support older struggling readers In seminar groups – revisit your understanding and consider how you can support in your subject area

20 Further reading Dehaene, S. (2009) Reading in the Brain: the new science of how we read. New York: Penguin. DCSF (2010) Teaching Struggling Readers. National Strategies/ DCSF Publications. DfES (2006a) Rose, J. Independent Review of the Teaching of Early Reading, Final Report, March Jolliffe, W. and Waugh D. (2012) Teaching Systematic synthetic phonics in primary schools. London: Sage/Learning Matters.

21 Any questions?


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