Phonics: politics and practice
Official guidance may have caused more problems for teaching reading than it’s solved, writes Debbie Hepplewhite
It is time to take stock of how we teach reading in England. A significant aspect of this is to understand what systematic synthetic phonics provision looks like in different schools. To date, not all schools apply the systematic synthetic phonics teaching principles in full, which is very worrying. Many, perhaps most, schools continue with multi-cueing reading strategies, amounting to teaching children to guess some words routinely in place of decoding them. Children will also invariably default to guessing words when asked to read books independently which include words with alphabetic code beyond their code knowledge.
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See https://senmagazine.co.uk/articles/arti ... d-practice for a super article about synthetic phonics teaching practice in England, by Debbie Hepplewhite.
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