Guest post from Director of Literacy at the Aspire Education Trust, Megan Dixon @DamsonEd.
On this report:
Dear Mr Gibb,
Firstly I wish to say thanks for allowing the publication of today’s report into the Phonics Screening Assessment It makes very interesting reading as I am sure you will agree.
I am pleased that we have made improvements in our phonics teaching including “faster pace, longer time, more frequent, more systematic, and better ongoing assessment” (p7). You must be pleased that we teachers are more accepting of the check and have adapted our teaching to ensure that more children pass.
But there seems to be a problem. It seems that despite all our hard work, making sure we do exactly what you have told us to do, the attainment and progress of children as readers and writers has not improved. Improvements have not led to impact on attainment.
I am disappointed in this. You assured us that if we spent thousands on special resources and training, stuck rigidly to prescribed schemes of work and lesson plans and drilled our children endlessly in segmenting and blending alien words, all children would read. You claimed that was what the evidence said. Well, you must have been mistaken. Maybe you were confusing reading decoding words with reading? Maybe you misunderstood the complexity of learning to read?
As someone who is often involved in helping schools improve, I know that if something doesn’t work, you should change it. Can I make a few suggestions that might have more impact?
1. The money might be better spent developing speech and language for all children. As the Bercow review (2006) noted, many teachers do not feel equipped to support SLC development in their classrooms. As up to 50% of children who start school do not have oral language skills at age related expectations (I CAN), that might be an important focus. It might help them understand the books they read.
2. Give schools money to buy more books – real ones, with proper stories, by proper authors. – this might help children understand how stories work, how books work and how to use the phonics we have always been teaching them (successfully!). Professor Usha Goswami suggests that good phonemic awareness develops as children learn to read (not before) – so maybe we might improve standards that way too?
3. Encourage teachers to focus on the metacognition and self-regulation of reading and writing. The Sutton Trust -EFF highlights metacognition as very effective and very cheap! Maybe we could show teachers how to help children use what they know, evaluate their performance and set new goals, (not just teach them more stuff)? We could help teachers understand just how complex reading is. I find Scarborough’s rope model helps to explain the challenges. I like the way it distinguishes the alphabetic principle from phonological awareness.
I’ll help if you like.