Original article link
As usual, here are extracts and my comments:
Extract:
There is certainly no excuse for large numbers of children in mainstream education failing to learn to read by the end of primary school, when all children should be able to read well enough to enjoy reading. That’s why it is so important that they are taught well through synthetic phonics right from the beginning so that all learn how to read and are able to read independently and fluently for themselves.
My comment:
Are there no schools in the UK that teach synthetic phonics right from the start?
Are there any schools in the UK where close to 100% of children are literate by the end of primary school?
Jolly Phonics was created by Sue Lloyd and Sara Wernham at Woods Loke Primary School in Suffolk, England, and later published globally by Chris Jolly in the early 1990s. Please read my post here together with the detailed explanations in the comment section. Sue Lloyd was also a member of RRF.
So why do 25% (per Sue Lloyd) still find learning to read difficult?
Extract:
The Reading Reform Foundation (RRF) proposes that the answer lies with how children are taught to read from the beginning and throughout their primary schooling. There is massive research to show that children taught systematically and rigorously from Reception and then given sufficient practice with books, which they can read using the alphabetic code they have been taught, will be able to leave primary school at age 11 years equipped to tackle the secondary curriculum without struggling to read words.
My comment:
If this is true, why do we still have children leaving school illiterate in the UK and other English-speaking countries?
One reason is programmes like Baby TV’s Charlie and the Alphabet, broadcast in over 100 countries. It is designed in a way that ensures smart children — particularly those predisposed to dyslexia — leave school as illiterates. Many teachers worldwide adopt similar methods.
Related posts:
i. LINK
ii. LINK
iii. LINK
Extract:
This very early identification of difficulty with learning to read was crucial.
Although there is still room for improvement in the way children are taught reading in primary schools in England, and some schools seem to be more effective than others, the statistics show that existing government initiatives with synthetic phonics are working.
My comment:
Are children in the UK being identified as early as kindergarten, as is done in Singapore? Singapore has a dyslexic population of only 3.5–10%, compared to the UK’s 10–20%.
Read my post on universal screening in grade one. LINK
Related posts on Dr Marlynne Grant: LINK, LINK
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