You are absolutely right.
Imposing synthetic phonics on all children IS a form of abuse. Many children
are quite able to learn using the ‘look and say’ method.
However, in my opinion, the
biggest problem (and it has been for many years) is that the hearing of reading
in the primary school classroom is not as regular as it should be. This is also a
form of abuse! Or neglect.
After many years of teaching
in the state system, I now run a private English Tuition business. I am
passionate about children’s literacy and I am horrified when many of my pupils
tell me, week after week, that they have not read to anyone. Many of them read
to another adult once a fortnight, if they’re lucky. Furthermore, many don’t even read to a
trained teacher. Whilst I am all for utilising parents in the classroom to hear
children read, I also believe that the hearing of reading is a very important teaching
situation.
In other words, in many
primary school classrooms, it’s a case of being, ‘caught not taught’.
Few head
teachers pinpoint the hearing of reading as being top priority. I am very
thankful that in my first teaching job in Surrey, it was most definitely top
priority as it also was in my second job, in Exeter.
Hearing children read, daily, is the single most important task that all primary school teachers should adopt
as top priority. I know that… because it works. It’s such a simple remedy yet completely
overlooked. In the past, I have listened to teachers say,‘I don’t have the time to
hear them read and anyway, the children are reading every day by reading labels
on the walls etc etc!’
My answer to that…well you
can guess!
The teaching of reading needs
structure. It is far too ‘hit and miss’ in many schools and there are far too
few ‘experts’ in children’s literacy to lead and guide other teachers. Children pick whichever book they fancy from
a box of random books and then we wonder why they struggle to read. There is not enough thought, time and care given to children's reading.
At the beginning of the
school year, I was asked to help an 8 year old boy (Year 4); a non reader.
His
mother was worried sick and the ‘all too often used’ word ’dyslexia’ was being
uttered. He rarely read at school and received little help. There appeared to
be no problem with his hearing or sight and there was no history of dyslexia in his
family.
Four months on, this little boy
is almost a fluent reader. I only see him once a week but
due to regular reading with
me along with my guidance for the parents and what they should do between
lessons with me, he is a changed boy!
He is absolutely loving books
and last week for the first time, he asked for more books than I normally give
him, to last throughout the week. He has also learnt to read using the 'look and say' method. No phonics. Proof that not all children need that approach. It was purely a case
of regular reading… and structure…nothing more, apart from my enthusiasm!
I see many children like this! And having spent 40 years teaching children to read, I certainly know what works! Now, that isn't to say that the use of phonics doesn't have a place in the classroom; of course it does. But we shouldn't tar every child with the same brush...and there's far too much of that
in education for my liking.
Sally Hall.