For literacy levels to improve, it is essential to have a framework, based in evidence, about the processes that are involved in reading: these are the word reading processes and the language comprehension processes.
Word reading does not just ‘happen’ through exposure to text, but has to be taught directly and systematically. There is overwhelming evidence that teaching phonics as the first approach to word reading is the most effective strategy for independent reading and development of spelling.
The experience from England of the introduction of explicit phonics teaching as the first approach to word reading and the Phonics Screening Check to ensure this is occurring, is that children’s decoding ability can be improved. However, it requires considerable investment in high quality teacher professional development – both for trainee teachers and those with many years of experience.
In this presentation, Professor Stainthorp explains why effective phonics instruction requires a high level of expertise on the part of teachers and principals, and why curricula and assessment must also reflect the evidence on how children become proficient readers.
Bio
Professor Rhona Stainthorp is a Research Professor in the Institute of Education at Reading University. She began her career as a teacher and since moving into academia has published extensively on reading, spelling and writing development in typical and atypically developing children. Her most recent book is Reading Development and Teaching, co-authored with Professor Morag Stuart. Professor Stainthorp has been advising successive UK governments for the last 25 years on various aspects of the teaching of literacy, including the development of the Year 1 Phonics Screening Check.
