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Communication,
Language and Literacy
Session 2
Key findings from the Rose
Review
• More attention needs to be given to
speaking and listening from the outset
• High quality, systematic phonic work should
be taught discretely and daily and in line with
the definition of high quality phonic work as
set out in the Rose report
• Phonics should be set within a broad and rich
language curriculum that takes full account
of developing the four interdependent
strands of language
• For most children phonics teaching should
start by the age of five, subject to the
professional judgement of teachers and
practitioners
Key findings from the Rose
Review
• Quality first teaching reduces the need for
later intervention
• The EYFS and the renewed literacy framework
must be compatible with each other and
make sure that expectations about continuity
and progression in phonic work are expressed
explicitly in the new guidance
• The searchlights model should be
reconstructed to take full account of word
recognition and language comprehension as
distinct processes related one to the other.
Developing Early
Reading
A new perspective
Reconstructing the
Searchlights Model
There is now considerable evidence to
support the need for clear distinction
between…
processes concerned with recognising the
printed words that comprise the written
text and …
processes that enable the reader to
understand the messages contained in
the text.
• Successful reading demands both word
level reading and the ability to comprehend
what has been read.
• This is formalised in “The Simple View of
Reading”
• Word-level reading
(i.e. the ability to recognise and understand the words on the page)
and listening comprehension
(i.e. the ability to understand language)
are both necessary to reading
• Neither is sufficient on its own
• Reading comprehension is a product of
word recognition and language
comprehension
Evidence that supports the
simple view of reading
1. Different skills and abilities contribute to
successful development of each dimension
2. Factor analytic studies of reading reveal
more than a single underlying factor
3. There are children with good word
recognition skills who fail to understand
what they can read.
4. There are children with poor word
recognition skills who make better than
expected sense of what they read.
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
Implications for teaching
• Practitioners need to be aware that
different skills and abilities contribute
to development of word recognition
skills from those that contribute to
comprehension
• Practitioners need therefore to keep
these two dimensions of reading
separate in their minds when they
plan their teaching
So that:
• They focus clearly on developing
word recognition skills through
Phoneme awareness and phonics
teaching
Repetition and teaching of ‘tricky’ words
• And they focus clearly on developing
language comprehension through
Talking with children
Reading to children
Teaching comprehension strategies
Clear differentiation
between the two dimensions
allows teachers to:
• Recognise that children will show
variable performance or progress in
each dimension
• Separately assess children’s
performance and progress in each
dimension
• Plan different types of teaching to
develop each dimension
Communication,
Language and Literacy
Development:
Improving phonics
subject knowledge
‘Phonics should be set within a broad
and rich language curriculum that
takes full account of developing the
four interdependent strands of
language’. (Rose review)
Evidence from ERDp demonstrated
that progress in phonics can be
accelerated without detriment to
other areas of learning.
Objective
• To support colleagues in
developing a good and shared
knowledge and understanding
of phonic principles
Phonics: The priority for
training
‘It is hardly surprising that training to equip
those who are responsible for beginner
readers with a good understanding of the
core principles and skills of teaching
phonic work, including those responsible
for intervention programmes, has
emerged as a critical issue’
The Rose Report
Independent review of the teaching of early reading, Final report,
Jim Rose, March 2006 (DfES 0201-2006DOC-EN. ISBN 1-84478-684-6)
A phonics quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is a phoneme?
How many phonemes are in the word ‘strap’?
a) What is a digraph? b) Give an example
a) What is a CVC? b) Give an example
Why has ‘hiss’ got ‘ss’ at the end (and not ‘s’)?
Why has ‘think’ got a ‘k’ at the end (and not ‘ck’ or ‘c’)?
a) What is a ‘trigraph’? b) Give an example
How many phonemes are in the word ‘twenty’?
Write down at least four different ways of representing
/ae/
10. What is the best guess when you write /ae/ at the end
of a word?
Phonic terminology:
some definitions
Some definitions
A phoneme is the smallest unit of
sound in a word
Some definitions
Grapheme
Letter(s) representing a phoneme
t
ai
igh
Some definitions
Blending
Recognising the letter sounds
in a written word, for example
c-u-p, and merging or synthesising
them in the order in which they
are written to pronounce the
word ‘cup’
Some definitions
Oral blending
Hearing a series of spoken sounds and
merging them together to make a spoken
word – no text is used
For example, when a teacher calls out
‘b-u-s’, the children say ‘bus’
This skill is usually taught before blending
and reading printed words
Some definitions
Segmenting
Identifying the individual sounds
in a spoken word (e.g. h-i-m)
and writing down or
manipulating letters for each
sound to form the word ‘him’
Some definitions
Digraph
Two letters, which make one sound
A consonant digraph contains two
consonants
sh
ck
th
ll
A vowel digraph contains at least one vowel
ai
ee
ar
oy
Some definitions
Trigraph
Three letters, which make one
sound
igh
dge
Some definitions
Split digraph
A digraph in which the two letters
are not adjacent (e.g. make)
Some definitions
Synthetic phonics
‘Synthetic phonics refers to an approach to the teaching of
reading in which the phonemes [sounds] associated with
particular graphemes [letters] are pronounced in isolation and
blended together (synthesised). For example, children are
taught to take a single-syllable word such as cat apart into its
three letters, pronounce a phoneme for each letter in turn /k, æ,
t/, and blend the phonemes together to form a word. Synthetic
phonics for writing reverses the sequence: children are taught
to say the word they wish to write, segment it into its phonemes
and say them in turn, for example /d, ɔ, g/, and write a
grapheme for each phoneme in turn to produce the written
word, dog.’
Definition adopted by the Rose Report
CVC words some points to note
Words sometimes wrongly
identified as CVC
bow
few
saw
her
Consonant digraphs
ll ss ff zz
hill puff fizz
sh ch th wh
ship chat thin
ck ng qu x
fox sing quick
CVC words – clarifying some
misunderstandings
pig
sheep
ship
car
boy
cow
fill
whip
song
for
day
miss
whizz
huff
CVC words – clarifying some
misunderstandings
• pig
chick
• ship
car X
• boy X
cowX
• fill
whip
• song
for X
• day X
miss
• whizz
huff
ll ss ff zz ck
fill
miss
chick
whizz
huff
Examples of CCVC, CVCC,
CCCVC and CCVCC
black
ccv c
s t r o ng
cccv c
felt
cvcc
blank
ccvcc
Spelling
• There are patterns or regularities that help to
determine choices or narrow possibilities – for
example for each vowel phoneme some
digraphs and trigraphs are more frequently used
before certain consonants than others
• Children need to explore these patterns
through word investigations
• Teachers need to understand these
patterns in order to structure their teaching
and design or select appropriate activities
High frequency words
• The majority of high frequency
words are phonically regular
• Some exceptions – for example
the and was – should be directly
taught
Key message
• The Rose Report recommended that whatever
phonic programme is in use by the school, it
should have a systematic progression with
clear expectations by teachers and
practitioners of the expected pace of
teaching and learning
http://www.standards.dfes.gov.uk/rosereview/
Progression and pace
Activity – Read ‘Guidance for practitioners
on progression and pace in the teaching
of phonics’
http://www.standards.dfes.gov.uk/primary/pu
blications/literacy/pri_fwk_core_pospapers/
Consider the implications for the use of
current phonic materials and resources in
the Foundation Stage and in Key Stage 1