9 common misconceptions surrounding the teaching of phonics
Dec 30, 2023
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Christopher Such, an expert in phonics, discusses 9 common misconceptions about teaching phonics, including the purpose of phonics, the origin of misconceptions, their prevalence, and the importance of avoiding them. The conversation explores the challenges of balancing sight words and phonetic decoding, navigating inspection frameworks, and dispelling misconceptions about phonics instruction.
Phonics aim to teach common correspondences for reading, not instant fluency through decoding alone.
Focusing on decoding real words over nonsense words enhances reading development.
Excessive phonics instruction time without evidence may neglect other crucial early education aspects.
Balancing decodable texts with real books supports reading growth beyond phonics programs.
Deep dives
Misconception 1: The Purpose of Phonics Programs
The fundamental misconception revolves around the belief that systematic synthetic phonics programs aim to make pupils fluent readers. In reality, the purpose of phonics is to teach common correspondences so that pupils can start reading through practice, not to achieve fluency solely through phonics instruction. This misconception can lead to incorrect expectations about when pupils should become fluent readers.
Misconception 2: Teaching Nonsense Words in Phonics
The misconception of teaching pupils to decode a large number of nonsense or alien words can hinder their reading development. Focusing on decoding made-up words rather than learning common correspondences can impede their ability to engage with real text and understand the English writing system's patterns.
Misconception 3: Hour-Long Phonics Instruction
The notion that pupils should have 60 minutes of phonics instruction per day by the end of reception is a misconception lacking robust evidence. While systematic phonics instruction is vital, dedicating excessive time to phonics may not yield significant benefits and could overlook other essential aspects of early education.
Misconception 4: Memorizing Whole Words for Struggling Readers
Teaching struggling readers to memorize whole words as opposed to focusing on decoding can lead to temporary success but long-term reading difficulties. Relying on sight words without developing decoding skills can hinder a pupil's ability to engage with unfamiliar words and impede their reading fluency.
Misconception 5: Exclusive Use of Decodable Texts
Advocating for exclusive use of decodable texts until the end of year one could limit pupils' reading experiences. While decodable texts are beneficial for early reading instruction, pupils should also engage with texts that challenge them to apply phonics knowledge in real reading contexts beyond decodable books.
Transition from Decodable Books to Normal Books
Children should not be limited to decodable books and should transition to normal books once they demonstrate the ability to decode and confront unfamiliar words effectively. This transition should not be solely based on the end of year one or the completion of a phonics program, but rather on individual readiness and proficiency in decoding.
Need for Explicit Blending Instruction
For students struggling with decoding, focusing on explicit blending instruction rather than memorizing whole words can be more beneficial. Understanding individual phoneme correspondences and practicing blending through blocked and spaced exercises with adjacent consonant clusters can significantly enhance reading fluency.
Importance of Phonics Programs
Despite the misconception that generations learned to read without phonics, it is essential to recognize the significance of systematic phonics programs in teaching letter-sound relationships. While every child may learn differently, explicit phonics instruction can provide a structured approach to building essential literacy skills, supported by research and evidence.
Episode 157: This week on the Thinking Deeply about Primary Education podcast, I'm joined by Christopher Such for an exploration of nine common misconceptions which surround the teaching of phonics. As part of the chat we explore all nine misconceptions and discuss...
...the purpose of phonics,
the origin of these common misconceptions,
how prevalent they are
and how important it is to try and avoid them...
...and much, much more. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one.
Support the podcast via www.ko-fi.com/tdape or by subscribing to www.youtube.com/@TDaPE
Full Transcript available at www.ko-fi.com/tdape
If you would like to submit a question, email us at thinkingdeeplyinfo@gmail.com or join the TDaPE discord!
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