Recently the UK government has been pushing phonics in its educational policy. The idea behind teaching phonics is to emphasise the relationship between letters and the sounds that they make.
However this approach has sparked debate and also raised concerns amongst parents. Some parents are new to this idea and some children struggle with this method of learning to read.
In this post, we will look at whether phonics is truly as important as the government suggests, alternative strategies for teaching children to read, and why trying to teach reading too early might have negative consequences.
What Is Phonics?
Phonics is an instructional method that teaches children how to read words by focusing on the sounds that each letter or group of letters makes. For example, children are taught that the letter “b” makes the “buh” sound and the letters “sh” together make the “shh” sound. This knowledge allows them to sound out words and eventually build the ability to read and write.
Phonics instruction is often introduced at an early age, typically starting in reception (age 4-5) or Key Stage 1 (ages 5-7) in the UK. The government has made significant efforts to integrate phonics into the primary school curriculum, including the introduction of phonics screening checks for six-year-olds.
However, you may find that your child is simply not interested in learning this at this age. Or if they are interested their attention span does not last long and they would rather get up and do something else than sit and listen to ‘cuh’ ‘ah’ ‘tt’ spells cat.
There has also been some newer evidence that shows this method of learning to read is not effective. Children who used this method to learn, don’t have a good grasp of what they are actually reading.
Please read this article in the Guardian, titled: ‘Focus on phonics to teach reading is ‘failing children’, says landmark study’
The Government’s Phonics Push: Why the Focus?
The UK government’s push for phonics-based reading instruction is rooted in research suggesting that phonics can be an effective strategy for helping children become proficient readers. The government believes that early phonics instruction can help children decode words, build their reading fluency, and improve their overall literacy skills. Key reasons for the government’s focus on phonics include:
- Evidence of Effectiveness: Research has shown that phonics instruction is effective for many children, particularly those who may struggle with reading. Studies have found that phonics-based programs improve reading skills by helping children link sounds to letters.
- Prevention of Reading Difficulties: Phonics is often seen as a way to prevent reading difficulties, such as dyslexia, by providing children with the tools to decode words early on. By teaching children the basics of sound-letter correspondence, they are less likely to face challenges later in their reading development.
- Standardization and Accountability: Phonics screening tests, which have been implemented in UK schools, help ensure that children are meeting national reading benchmarks. The standardization of phonics instruction across schools aims to create a more consistent and measurable approach to early literacy.
The Case Against Phonics: Is It Really That Important?
While phonics is often touted as the most effective way to teach children to read, critics argue that it is not the be-all and end-all solution. There are several reasons why phonics may not be as universally essential as it is made out to be:
Not All Children Benefit Equally from Phonics
Some children struggle with phonics due to their individual learning styles or cognitive differences.
Children with dyslexia or other learning difficulties may have trouble grasping the concept of letters and sounds.
For these children, phonics may not be as effective or sufficient on its own. Phonics should be combined with other approaches, such as multisensory teaching or one-on-one support.
It leaves out Language Comprehension Phonics focuses heavily on decoding, but understanding what’s being read is equally important. Children need to understand the meaning of the words they are reading, not just sound them out. Phonics instruction, if overemphasized, neglects vocabulary, syntax, and comprehension skills, which are needed to become a proficient reader.
Too Narrow of an Approach
The reason we learn to read is for enjoyment and to learn.
Phonics emphasizes the mechanics of reading without fostering a love for literature or language. Focusing solely on phonics may result in children learning to read without understanding the joy of reading stories, the richness of language, or the connection between reading and real-world experiences.
A more holistic approach to reading is needed to have a deeper engagement with texts.
Alternative Strategies for Teaching Reading
Phonics plays an important role in early reading but it should not be the sole focus of teaching reading. There are several other strategies that can complement or even replace phonics instruction, particularly for children who may not respond well to it:
Whole Language Approach
The whole language approach emphasizes learning to read through exposure to books, stories, and rich language environments.
This way, children learn to recognise whole words and phrases instead of focusing on individual letters and sounds. This approach nurtures a love of reading and teaches children to make connections between text and meaning. It is particularly effective for children who have already developed some language skills through speaking and listening. (This is one of my personally preferred methods)
Balanced Literacy
Balanced literacy combines phonics and whole language instruction. It includes phonics to help children decode words and encourages children to engage with texts for meaning, context, and comprehension. A balanced approach provides a more well-rounded foundation for reading and literacy development.
Multisensory Teaching
For children who struggle with phonics, multisensory activities can be incredibly helpful. For example, children might trace letters while saying their sounds or use tactile materials to connect sounds with letters. These may also be helpful for children with dyslexia or other learning difficulties.
Reading Aloud and Shared Reading
I’m sure it goes without saying that reading aloud to children and shared reading activities helps them develop vocabulary, comprehension, and an understanding of the structure of stories. Listening to adults read can foster an appreciation for books and stimulate curiosity, helping children develop language skills in a more organic, less mechanical way. This is something all parents should be making time for – even 1 story per day makes a huge difference to a child’s learning, progress and their bond with you.
Children develop differently, its not a race
While early literacy can be fun, pushing children to learn to read before they are developmentally ready can have negative consequences. Here are a few reasons why trying to teach reading too young can be problematic:
Developmental Readiness
Children develop at different rates, and some may not be ready to engage with reading at an early age. Yes there are some 2 year olds who can read, but comparing your child to one point of reference in another child is never a good idea. Forcing children to learn to read before they have mastered other foundational skills—such as listening, speaking, and basic motor skills—can lead to frustration, confusion, and a negative attitude toward reading.
Overloading Cognitive Load
Young children are still developing their cognitive and emotional skills.
Pushing them to focus on reading too early can overwhelm them, leading to burnout and a lack of interest in learning. Schools in the UK start education at 4/5 and have too many screening tests. As a maths tutor I meet so many teenagers who can not understand basic word problems because they struggle to read.
Clearly the current system and approach to learning to read is NOT working.
Instead, it’s important to build a strong foundation of oral language skills, social interactions, and play-based learning before introducing formal reading instruction.
Loss of Play and Exploration
Young children learn best through play, exploration, and interaction with the world around them. Focusing too heavily on reading at an early age can reduce opportunities for free play, which is essential for developing creativity, problem-solving, and social skills. These skills are just as important for later academic success as literacy.
Although children playing does not look like ‘work’ it is really important to let them play and do the things they are interested in without interrupting them.
Play is a child’s work.
Conclusion
Phonics is a useful tool for teaching children to read, but it is not a one-size-fits-all solution. A balanced approach that incorporates a variety of reading strategies—such as whole language, multisensory teaching, and reading aloud—is much more effective. Moreover, trying to teach reading too early may have unintended negative consequences, as young children need time to develop other essential skills before they can successfully engage with formal reading instruction. Ultimately, the goal should be to foster a love of reading and learning, rather than rushing the process for the sake of meeting benchmarks or passing a test.
By offering a range of approaches and respecting individual developmental timelines, we can better support children in becoming confident, competent readers.