The Teaching of Early Reading
Throughout this essay I will be using relevant research to discuss the changes in the teaching of early reading over the past few years. The new Early Years Foundation Stage framework “should make sure that the best practice for beginner readers provides them with a rich curriculum that fosters all four interdependent strands of language: speaking, listening, reading and writing”. (Rose 2006 p.3) The following literature review will explore how phonics and early reading are currently taught and it will outline the key theories underpinning the Simple View of Reading (SVR), which is currently being promoted in English primary schools since the publication of the Rose Review (2006).
The Rose Review (2006) expresses that necessary changes and recommendations are required for the searchlights model. Rose (2006) states that the searchlights model pays “insufficient attention to the critical skills of word recognition which must first be secured by beginner readers.” (Rose, 2006, p.116) The Rose Review emphasises that the SRV model incorporates a more systematic and realistic approach towards literacy learning with the National framework. The SVR promotes high quality phonics teaching and careful assessment which “identifies incipient reading difficulties and enables quick support, minimising risk of children falling behind.” (Rose, 2006, p.5)
The two main components of reading identified in the SVR are ‘decoding’ and ‘comprehension’. Word recognition is necessary, but not sufficient for reading. The ability of one to pronounce printed words does not guarantee understanding of the text. Decoding means children may break down work easier but still find little understanding within many words. Likewise, language comprehension is also required, but not sufficient. If you cannot recognise the words you cannot recover the information you will need to
References: Johnston, R.S and Watson, J.E (2003) ‘Accelerating Reading and Spelling with Synthetic Phonics: A five year follow up’, Insight 4. Scottish Executive Department: Edinburgh Johnson, R. S. and Watson, J.E. (2005) ‘A Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment’, Insight 17. Scottish Executive Education Department: Edinburgh Rose, J. (2006) Independent review of the teaching of early reading, DfES Wyse, D. And Goswami, U. (2008) ‘Synthetic phonics and the teaching of reading’, British Educational Research Journal, 34(6), 691-710.