Making Phonics Work: its Role within Literacy Acceleration

Abstract

Few people would challenge the need for children to be systematically taught the phoneme-grapheme correspondences of English as part of their acquisition of literacy ± that is, to be taught some phonics. The issue is not whether, but how phonics should be taught. Tony Lingard here makes an excellent case for an approach which stresses analogy and embeds phonics work within a balanced literacy programme.

Focus on Practice: Is the National Literacy Strategy raising the achievement of lower attainers?

“…The teaching of sub-skills, though essential (Adams, 1990;Goswami, 1994), should support, rather than replace, individual reading and writing (Lingard, 1994;1997b). 4) The children should read independently and also to an adult at school each day (Clay, 1987;Martin, 1988;Lingard, 1994;1996a;1996b, 1997a1997b). Every effort should be made to ensure that they read with their parents each evening (Mittler, 1987;Lingard, 1997a).…”

“…The children are given help with phonics during two lessons each week when they are given a few minutes individual help in each session with trained ancillary assistants: they are taught the letter sounds, the initial blends and simple word building (Lingard, 1997b). Spelling is taught during two 20-minute sessions each week and up to 50 words are covered in each session.…”

“…This strategy enables them to spell most of the words correctly; an essential skill if they are to see themselves as successful learners. Dictations, word searches, fun sheets and word designs are systematically used (Lingard, 1997b).…”

Caught or Taught: Infection or Subjection? Struggling Readers in Secondary Schools Still Need That Little Bit Extra

“…Positive expectation, strong feelings of success and the building of confidence/self-esteem are crucial to reading improvement (Lingard 1996, Schonell 1942, Wade and Moore 1994. • The regular teaching of subskills and basic phonology is important (Goswami 1994) but this should be balanced, be in context and support the reading rather than replace it (Lingard 1997). • Each student should read to an adult regularly (ideally every day) for short periods (Martin 1988, Lingard 1996.…”

“…This does not deny the need for a systematic approach to the teaching of reading; rather, it is has to do with balance. If the phonics approach becomes an obsession, then even with the best intentions, it can be ineffective or counterproductive -even though children need to develop a good understanding of phonology (Lingard 1997). My argument is that this should be secondary to the most crucial variables, namely an enthusiastic and inspiring teacher using totally appropriate and absorbing materials.…”