Calls for teachers to be trusted amidst new research on ‘narrow’ phonics approach
The way primary school children are taught to read is ‘failing’ them, according to research from University College London.
The current method of encouraging pupils to identify and pronounce sounds before they then blend them together has been branded as ‘uninformed because it is not underpinned by the latest robust evidence’ by Prof. Dominic Wyse, who co-authored the research, before going on to state that the approach is ‘narrow’ and that it ‘doesn’t give teachers enough flexibility to do what they think is best for their pupils, nor to encourage pupils to enjoy reading.’
Despite many teachers having utilised the Michael Gove-led phonics method, the study by UCL recommends that a ‘balanced instruction approach is most likely to be successful’. The study also calls for more teacher-led autonomy in the selection of appropriate teaching methods for literacy. The research argues that a shift towards a more varied and flexible approach would allow teachers to utilise their own expertise, as well as their understanding of the children in their class to adopt the practice that will allow those children to develop their reading skills more effectively.
This call for professional autonomy, respect for teacher professionalism, and an understanding of context echoes that of Schools North East. Our ‘Manifesto for NE Education’ (which can be found here) places trust in the teaching profession and an understanding of context as central elements of an effective education system.
Responses to the overall report, however, have been varied. Julie McCulloch, Director of Policy of ASCL (Association of School and College Leaders) declared that ‘the phonics check is a relatively short assessment which gives a useful snapshot at an important early stage’, highlighting both an effectiveness in the approach, as well as how much time it saves teachers.
The Department for Education responded to UCL’s study, saying that phonics teaching had been ‘proven the world-over to be the most effective method of teaching children to read’, stating that ‘phonics’ is just one part of becoming a fluent reader’, citing a focus from teachers on speaking and reading stories can also develop a love of reading among children. A DfE Spokesperson then went on to say that ‘since the introduction of the phonics screening check in 2012, the percentage of Year 1 pupils meeting the expected standard in reading has risen from 58% to 82%, with 92% of children achieving this standard by Year 2.’
While the official figures suggest that the phonics approach has been very successful, the report was followed by an open letter from the UK Literacy Association to the government, calling for a change in its policy, demanding that teachers should be enabled ‘to use their own judgement about which is best for their pupils’. Few would argue that it is crucial that a balance is struck between ensuring pupils learn to read and love doing so, without their teachers having to be restricted in their choice of method – a sentiment echoed by Ms McCulloch, who also stated that, while there is ‘clear evidence that synthetic phonics provides a strong foundation to help children to learn to read…it is important that this is combined with approaches which help children to appreciate stories and develop a love of reading.’
The report can be accessed here Tell us what you think of the main findings by clicking here.