Why phonics alone is not enough.

Since the 2009 Rose report schools across the UK have had a huge focus on explicit, systematic phonics teaching for reading. Where my concern really kicks in is that time and time again phonics is discussed alongside writing and writing development in students in Key Stage One. Now yes, phonics is a great way to support early writing but it only gets student so far and I am seeing this actually holding students back in their learning and achievements.

To give an example I work with a student in Year One who had Dyslexia and part of every session involves alphabet work. She was unable to confidently order the alphabet and name all the letters names. Now this may not be such a problem but when you look at other members in the class you see a patten. They have a child who has amazing spoken vocabulary, great reading skills yet in her writing she is still being pushed to sound all words out and write phonetically and therefore is working behind the level she is capable of.

It is essential that children are taught literacy with a whole skills approach, they should be taught root word manipulation using suffixes and prefixes. They should be having vocabulary mini lessons about the origins and meanings of the root words. Reading should inspire them to write and be creative. Word spelling needs to be learnt and this is done through repetition and practice. They need to understand that phonetically plausible is not how we write but that words follow rules. If these are explicitly taught then students confidence and understanding of English will grow significantly and ultimately they will become better readers and writers.

Students must get explicit teaching of all aspects of the English Language in a systematic way. We should no longer be placing such a strong emphasis on phonics, whilst it has a place it is not the key to improving literacy outcomes in Key Stage Once.

This is why phonics alone does not work. Yes it is a great tool for reading until words become sight words through practice and repetition. Phonics is not a writing tool beyond the EYC.

A final note on Dyslexic children. We know dyslexics struggle with securing their phonics knowledge and applying it consistently. We must plug these gaps by using morphology and clear explicit rules to develop and strengthen other areas of English Language so that the phonological processing errors can be moved beyond and not hold them back long term.

What are your thoughts on phonics? I would love you to share below.