The teaching of reading is a widely discussed educational debate that has been ongoing for many years; educationalists have identified and promoted the use of a variety of strategies that aim to teach reading in the most effective way (Waugh et al, 2015; Jolliffe et al, 2012). The effectiveness of a range of approaches to teaching reading has been referred to as the ‘reading wars’ (Goodman, 1967). However, despite this debate, reading is argued and identified in the National Curriculum (2013) as an essential aspect of a child’s primary education which is why educationalist are unlikely to settle for a singular strategy (Jolliffe et al, 2012). The National Curriculum (2013) outlines that reading should take place in key stages 1 and 2 and should include both word recognition alongside comprehension. By the end of a child’s primary education they should have the ability to read confidently and fluently in all subjects (DfE, 2013). The DES (1975) argue that there cannot be only one strategy to successfully teach the process of reading. By discussing the appropriateness of using systematic synthetic phonics (SSP) as a method of learning to read, this rationale aims to evaluate the history of teaching reading in the primary classroom since the 1950s. Alongside this, it is crucial to understand the purpose of reading in its wider context and consider the suitability of SSP together with the Simple View of Reading as strategies of teaching and learning to read.
The current Teacher’s Standards has a clear focus on how the use of SSP should be clearly understood and used by practitioners in the primary classroom (DfE, 2013). The importance of phonics is specified in Standard 3 where SSP is named as the appropriate strategy when teaching early reading (DfE, 2012). SSP can be defined as one method of teaching reading. It requires the reader to link sounds and letters to form words (Waugh et al, 2015; Torgerson et al, 2006). It is crucial to understand and evaluate the different approaches to teaching reading alongside how phonics plays a role in the variety of strategies. Historically, the teaching of reading begins its significance in the 1950s where the teaching of reading was predominantly taught discreetly (Waugh et al,2015; Glazzard and Stoke; 2017). Following this, the release of the Plowden Report (Gillard, 1967) encouraged practitioners to make the child central to the teaching and learning process hence why analytical phonics was hugely popular at this time (Waugh et al, 2015; Jolliffe et al, 2012). Analytical phonics required children to identify patterns in common words which many referred to as the ‘problem solving’ approach (Waugh et al, 2015). Tulloch et al (2012) supports this by stating that children should foster an understanding of reading intuitively by exploring similarities in vocabulary. For many practitioners, The Plowden Report (Gillard, 1967) allowed them to develop their own method of teaching children how to read, where children were encouraged to explore the art of literacy. The release of the Bullock Report (1975) further supported the analytical approach when it was highlighted that children should discover and develop their own awareness of language. During the 1960s and 1970s it was obvious that practitioners developed their own flexible reading strategies which relied upon identifying patterns channelled by guidelines set out by the government (Waugh et al, 2015). During the 1980s it became evident that the approach to teaching reading began to shift from the ‘analytically’ to the ‘whole language approach’ (Waugh et al, 2015; Jolliffe et al, 2012). The ‘whole language approach’ unintentionally lead to the development of the use of phonics in the primary classroom (Glazzard and Stoke, 2013). The ‘searchlights model’ quickly replaced by the ‘Simple View of Reading’ used multiple cues to supports children’s reading development (Gough and Tunmer, 1986). The Simple View of Reading summarised the skills required to be an effective reader as being able to decode individual words successfully alongside understanding vocabulary through the use of a variety of comprehension skills (Waugh et al, 2015; Glazzard and Stoke; 2017)). SSP was later initiated after the introduction of the ‘Simple View of Reading’ (Glazzard and Stoke, 2017; Waugh et al, 2015). It aimed to support the ‘Simple View of Reading’ strategy by allowing children to break down letters to make sounds and then form words to be able to read. Following this the introduction of schemes such as Letters and Sounds (2007) and Read Write Inc (2006) aimed to help practitioners successfully support the teaching of reading in the primary classroom. These schemes can be seen in schools today and used daily in the EYFS and KS1 settings (Waugh et al, 2015; DfE, 2012b). This was obvious during a school placement where the use of the Letters and Sounds scheme was central to a child’s daily school routine and was used to support practitioners when teaching early reading successfully. The practitioner would follow the steps laid out in the guidelines to create continuity and accuracy when teaching children how to teach.
The most effective strategy when learning to read is a continued debate amongst practitioners (Waugh et al, 2015). Therefore, it is not of any surprise that the government is keen to promote and direct practitioners to follow one appropriate approach using phonics (Waugh et al, 2015; DfE, 2011; DfE, 2013). Phonics is primarily the favoured and encouraged method when teaching children how to read. This can be supported by Johnston and Watson (2005) who argued that SSP is far better suited to equip children as readers compared to analytical phonics. The Rose Review (2006) also emphasised this by asserting that if phonics is going to be used to teach children how to read it is essential that practitioners follow a clear, systematic approach that allows children to identify singular graphemes followed by more complex digraphs and trigraphs. SSP has been described as the process of segmenting and blending letters to make a word (Waugh et al, 2015; Jolliffe et al, 2012). Children in the primary classroom are familiar with this approach as it first begins in the EYFS setting set out in the Early Years statutory requirements (DfE, 2017). Children begin by learning sounds followed by segmenting and blending them to learn new words. Children move through phonemes quickly which reinforces the value of reading (Jolliffe et al, 2012). It is obvious that SSP has a clear focus on decoding words which is understood and excepted and crucial for a child to be able to do (DfE, 2013).
However, it is crucial to understand the potential drawbacks of using SSP when teaching children how to read. The National Curriculum (2013) does clearly state that phonics is the most appropriate strategy when teaching children to read fluently and quickly. However, this mindset can have detrimental effect on a child’s love for reading alongside the ability to comprehend what they have read (Waugh et al, 2015; Jolliffe et al, 2012). The National Literacy Trust (2014) clearly asserts that literacy levels amongst children has languished compared to Mathematics and Writing levels. This can be supported by research conducted by the Department of Education (2015) who revealed that 1 in 5 children lack an ability to read well by the time they enter secondary school. Alongside this, UKLA (2010) also do not ignore the increasing problem that children in England lack the appropriate reading skills. Davis (2013) clearly asserts that even when practitioners have successfully implemented phonics into the primary classroom it does not automatically make a child a fluent and independent reader. Reading is skill that has to learnt and developed it does not just come naturally to us (Lockwood, 2008). However, Jolliffe et al (2012) clearly states that often current practitioners were often taught SSP poorly which has a negative effect for those they are teaching creating possible misconceptions for the children. It is evident that the skill of being able to read is not solely on unpicking the different sounds but there is a requirement that children should be able to understand and infer what they have read (Davis, 2013). Rosen (2013) argues that children should be exposed to phonics alongside a variety of reading strategies, so they can explore texts and gain a greater understanding of language. Lewis and Ellis (2006) agrees by stating that reading the words on a page is essential but if children cannot understand what they are reading it is almost useless to developing their language skills.
Despite the National Curriculum (2013) advocating the use of phonics they do not ignore the huge need in allowing children to enjoy and take pleasure in reading. SSP only allows children to decode, blend and be able to read individual words (Waugh et al, 2015). It is crucial to expose children to a wide range of literature, so they can utilise the skills learnt by teaching phonics to understand what they are reading (Lockwood, 2008). The Early Years Foundation Stage (EYFS) (2017) clearly outlines that children should be able link sounds and letters whilst also be able to access and understand a wide range of literature. Lockwood (2008) claims that this is often not the case and despite stories often being read to children they are not independently seeking literature in their daily life which coincides with why children have an obvious unenjoyment to reading as they leave primary school (DfE, 2014). This is supported by Mullis et al (2012) who carried out a study that revealed that children in England have a considerably lower positive attitude towards reading where only 26% of 10 years old claim they read for pleasure. The UKLA (2010) addresses the obvious yet often ignored approach that practitioners should be following those schools who are achieving successful outcomes. The UKLA (2010) outlined that teachers should promote reading as a positive enjoyment, so they develop word recognition alongside developing a wider vocabulary and understanding of the world around them. The EYFS is a crucial stage when establishing genuine enjoyment towards reading (Lockwood, 2008). This was obvious during a recent school experience in a Reception class. The practitioners consistently encouraged children to explore a range of literature by constantly changing the book corner, book displays and book boxes. Children were also encouraged to bring a story from home to share with their peers. They were keen to share what they have read which continued throughout the year. Prior to the current National Curriculum (2013), it was clearly stated that a variety of strategies should be used to promote good readers. However, the Rose Review (2006) insisted that SSP was the prime strategy when teaching early reading which is the strategy used by many practitioners. The Year 1 phonics screening, introduced in 2012, places a huge amount of stress on teachers to reach expected levels which often removes elements of reading for pleasure and reading comprehension skills which are crucial at this stage of life. Children are expected to decode and read 32 out of 40 words successfully in order to pass the screening (DfE, 2012). This therefore indicates that without the appropriate government support practitioners are not going to be able to successfully equip children for later life when they need to be able to comprehend what they have read (Waugh et al, 2015).
It is evident that systematic synthetic phonics is critical when teaching children to read (Lewis and Ellis, 2006). Schemes such as ‘Letters and Sounds’ and ‘Jolly Phonics’ can support practitioners in developing the children’s progress when learning to read (Davis, 2013). However, it is obvious that systematic synthetic phonics cannot be used purely in isolation (Waugh et al, 2015). Children need to be exposed to a variety of strategies to ensure they can become capable readers (Lockwood, 2008). The UKLA report (2010) clearly asserts that a balanced approach is essential to supporting children reading development. Reading is a complex process that is vital for the world we live in (Waugh et al, 2015). Therefore, it is crucial that practitioners ensure children find pleasure in reading whilst also gain an understanding of what they can read. When phonics is used effectively children can secure the process of word recognition. However, phonics solely deals with word recognition which the National Curriculum (DfE, 2013) recognises but doesn’t support children’s understanding of written text. It is crucial that practitioners recognise and establish appropriate strategies that allow children to use their decoding skills to read a text but are also able to appreciate, enjoy and comprehend what they are reading.