Synthetic phonics

Synthetic phonics is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words. This article relates to the English language only.

Contents 1 About the terms Systematic Phonics, Synthetic Phonics, and Analytical Phonics 2 History in the United Kingdom 3 Position in Scotland 4 Position in Australia 5 Position in the U.S.A. 6 Position in Canada 7 Other views on Systematic Phonics, Analytical Phonics, and Synthetic Phonics 8 Common Terminology 9 What it is 10 What it is not 11 What a typical Synthetic Phonics programme consists of 12 References 13 External links

About the terms Systematic Phonics, Synthetic Phonics, and Analytical Phonics

Systematic Phonics is not one specific method of teaching phonics; rather, it is a family of phonics instruction that includes the methods of both Synthetic Phonics and Analytical Phonics. They are "systematic" because the letters, and the sounds they relate to, are taught in a specific sequence;^[1][2] as opposed to incidentally or on a 'when-needed' basis. However, it should be noted that, in most instances, the term systematic phonics appears to refer to synthetic phonics because of the specific instruction methods it uses.^[3] (see below).

Systematic Phonics does not include methods such as embedded phonics and phonics mini lessons which are found in the Whole Language approach and the Balanced Literacy approach.

Synthetic Phonics uses the concept of 'synthesising', which means 'putting together' or 'blending'. Simply put, the sounds prompted by the letters are synthesised (put together or blended) to pronounce the word.^[4][5]

According to a 2005 report^[6] by the Scottish Executive Education Department, the instruction methods of synthetic phonics has some of the following characteristics:

• The sounds that the letters make (e.g. "sss" not "es", and "mmm" not "em") are taught before children begin to read books.

• Often, the sounds of the most commonly used letters (i.e. /s/, /a/, /t/, /i/, /p/, and /n/) are taught first. Then, children are taught how these sounds can be "blended" together to form many three letter words (e.g. sat, tin, pin, etc.).

• Consonant blends (e.g. bl, cl, dr, st, etc.) are not taught separately because they can be "sounded out".

• However, digraphs (i.e. two letters that make one sound such as /th/ and /sh/), are taught as the separate sounds that they are.

In the United Kingdom, the term systematic phonics is "generally understood as synthetic phonics" according to the reading review which was conducted in 2006.^[7]

Perhaps in an effort to reduce any confusion between the terms, the U.K. Department for Education is using the term Systematic Synthetic Phonics.^[8]

Analytical phonics practitioners do not teach children to pronounce sounds "in isolation" as is the practice with Synthetic Phonics. Furthermore, consonant blends (separate, adjacent consonant phonemes) are taught as units (e.g., in the word shrouds the shr would be taught as a unit). Some analytical phonics programs (referred to as analogy phonics^[9]) teach children to break-down words into their common components which are referred to as the "onset" and the "rime". In the word "ship", "sh" is the "onset" and "ip" is the "rime" (the part starting with the vowel). In other words, analytical phonics teaches the child to say /sh/ - /ip/ (ship) and /sh/ - /op/ (shop), whereas synthetic phonics, teaches the child to say /sh/ - /i/ - /p/ (ship) and /sh/ - /aw/ - /p/ (shop). In analytical phonics, children are also taught to find the similarities among words (e.g. man, can, tan, fan, and ran). Whereas synthetic phonics devotes most of its time to learning the letter/sound relationships (i.e. grapheme/phoneme). (See Analytical phonics)

Note: This article uses British Received Pronunciation.

History in the United Kingdom

Up until the 1970s a mixture of synthetic and analytic phonics was used for teaching reading in British schools. From that time forward phonics was abandoned in some state primary schools to be replaced by the "whole word recognition" method sometimes called "look and say". In the following years the average reading age (i.e. the level of reading ability)^[10] of children in primary schools fell and the standard expectation for children of various ages was adjusted downward.^[11] Although there were a few proponents of phonic methods the major lobbying bodies such as the Institute of Education^[12] disdained early attention to the alphabetic code in favor of taking clues from the context of the text (such as illustrations).^[13] (Pg. 11)

During the period of the Labour Government 1997-2010, research showing that "Systematic Phonics Instruction" increased the literacy of all groups finally received attention.^[14] Specifically, in 2006 a research report^[15] concluded that "Systematic phonics instruction within a broad literacy curriculum appears to have a greater effect on children's progress in reading than whole language or whole word approaches." It defined Systematic Phonics Instruction as "Teaching of letter-sound relationships in an explicit, organized and sequenced fashion, as opposed to incidentally or on a 'when-needed' basis." The same report recommended that "Systematic phonics instruction should be part of every literacy teacher's repertoire and a routine part of literacy teaching."

For a period of time Systematic Phonics was used as part of a mixture of methods, however, during the period in which Ruth Kelly was the responsible minister, this was replaced by an imperative to teach Synthetic Phonics "first and fast".^[16] As of 2007 Synthetic Phonics is the favored method of the UK government.

This action came as a result of "an independent review of the primary curriculum" that was undertaken by Sir Jim Rose^[17] at the request of The Department for Education and Skills While the report often uses the term "Systematic Phonic work", it appears to support "Synthetic Phonics" as evidenced in the Rose Review.^[18] In fact, to be clear, the U.K. Department of Education uses the term systematic synthetic phonics.^[19] The full Final Report is available at.^[20]

The following is a summary of the report's observations and recommendations concerning phonics:

1) The skills of speaking, listening, reading and writing are used by (and are supported by) what it refers to as "high quality, systematic phonics".

2) Young children should receive sufficient pre-reading instruction so they are able to start systematic phonics work "by the age of five".

3) High quality phonics work should be taught as "the prime approach" to teaching reading, writing, and spelling.

4) Phonics instruction should form a part of "a broad and rich language curriculum". Note: critics of this report point out that the report does not explain what they mean by this, nor does it offer any details on how to achieve this within the framework of synthetic phonics' instruction.^[21]

In item 3.25 of the final report, it comments on what it refers to as the "systemic confusion" concerning the teaching of phonics. The report states "... it is far more often the nature of the teaching than the nature of the child which determines success or failure in learning the ‘basic’ skills of reading and writing." It then appears to suggest that the primary teachers are both willing and capable of teaching beginning readers, however the systematic confusion and conflicting views concerning the teaching of phonics has prevented them from doing so.

Critics of the report

• In a report dated April, 2007, professors Dominic Wyse^[22] and Morag Styles^[23] conclude that the evidence "supports" systematic phonics, however, the Rose Report's assertion that synthetic phonics should be the "preferred method" is "not supported by research evidence". This criticism is based on the way the research was conducted and how the results were interpreted.^[24]

• In October 2011, The National Campaign for Real Nursery Education web site (U.K.) comments on the U.K. government's intent to impose a specific type of phonics teaching (i.e. systematic, synthetic phonics) in the nursery and reception years, and suggests that this decision was not supported by the "research evidence". " However, the site does not appear to cite any specific research. The parties appear to be concerned about "the loss of some early years grants".^[25]

Developments following the Rose Review

• Following the adoption of the phonics approach in its schools, the U.K. Department of Education provided a great deal of online support for teachers wishing to learn more.^[26]

• In March, 2011 the U.K. Department of Education^[27] released its White paper entitled "The Importance of Teaching". In the Executive Summary, item 12 of the curriculum section states their commitment to support "systematic synthetic phonics, as the best method for teaching reading."^[28]

• In March, 2011 the UK Department of Education announced its intention to implement a statutory screening check (i.e. evaluation/test) to determine whether individual students have learned a sufficient degree of "phonics decoding skills" (i.e. reading words^[29]) during their first year of school. It appears that the results will not be published on a school-by-school basis but will serve as a benchmark for schools to measure their success. Individual students who do not meet the expected standard will receive additional assistance to raise their level of phonics decoding skills, and will have the opportunity to retake the screening check. A pilot project was conducted in 300 schools in June 2011, and the screening check is scheduled to be held in mid-June 2012. More information on the project's background, implementation plans, public consultation, pilot project, and research evidence on phonics can be found on the department's web site.^[30][31]

Position in Scotland

In 2005, the Information, Analysis and Communication Division within the Scottish Executive Education Department^[32] published the results of A Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment ("Insight 17")^[33] It was a study on around 300 Primary 1 children. The study compared the effectiveness of a synthetic phonics program with an analytical phonics program and another program that contained a significant amount of training in phonological awareness. Some of the findings are:

Synthetic Phonics vs. Analytic Phonics

On page one of the study the authors state that "The synthetic phonics programme was by far the most effective in developing literacy skills." For a PDF copy of this publication, follow this link^[34] and search for the key words "Insight 17".

Boys vs. Girls

The study also reported that "At the end of the study, the boys were reading around 9.5 months ahead of the girls."

The level of reading ability

At the end of these programs, the study found that the children in the synthetic phonics program were reading 7 months ahead of the children in the other groups; and they were reading 7 months ahead of their chronological age. (Findings Pg. 2)

Advantaged children vs. Disadvantaged children

And finally, the study reported that children from lower socio-economic backgrounds performed at the same level as the children from advantaged backgrounds. (pg. 8)

Position in Australia

In December 2005 the Department of Education, Science and Training of the Australian Government^[35] endorsed the teaching of synthetic phonics, and suggested that the whole language approach, "on its own", is insufficient. It published a National Inquiry into the Teaching of Literacy.^[36] Some of the findings and recommendations are:

• Among the successful schools visited, there were a number of key similarities. Three of those similarities are:

1) a belief that each child can learn to read and write regardless of background;

2) an early, systematic, and "explicit" (i.e. specific and clear)^[37] teaching of phonics;

3) the phonics instruction was followed by "direct teaching".^[38] (Preface) See "Common terminology" below.

• Regardless of from where the evidence comes (i.e. research, good practices, consultations, or personal experience) the conclusion is that direct, systematic phonics instruction is an "essential foundation" to reading instruction. (Executive Summary)

• Students learn best from an approach that includes phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. (Executive Summary)

• A whole-language approach, "on its own, is not in the best interests of children, particularly those experiencing reading difficulties". (Pg. 12)

• If synthetic phonics was taught first, "the combined effects" of phonics instruction and whole language instruction was significantly more effective than phonics instruction on its own. (Pg. 33)

• Where there is unsystematic or no phonics instruction, children do not perform as well in such areas as reading accuracy, fluency, writing, spelling and comprehension. (Pg. 12)

• A recommendation that teachers provide "systematic, direct and explicit phonics instruction".(Pg. 14)

Position in the U.S.A.

The United States has a long history of debate concerning the various methods used to teach reading. For more on that history see Phonics.^[39] However, it is worth noting that the National Institute of Child Health & Human Development (NICHD) has come out in support of phonics instruction. The institute conducts and supports research on all stages of human development.^[40] The institute conducted a meta-analysis and, in 2005, it published a report entitled Report of the National Reading Panel: Teaching Children to Read.^[41] Some findings and determinations of this report are:

• Teaching phonemic awareness (PA) to children was "highly effective" with a variety of learners under a variety of conditions. (Note: Phonemic Awareness/PA is the ability to manipulate phonemes in spoken syllables and words. Phonemes are the smallest units composing spoken language. For example, the words “go” and “she” each consist of two sounds or phonemes, /g/-/oe/ and /sh/-/ee/.)

• Reading instruction that taught PA improved the children's reading ability "significantly" more than those that lacked this instruction.

• PA helped normally achieving children to spell, but was not effective in helping disabled readers to spell better.

• "Systematic synthetic phonics" instruction had a "positive and significant effect" on helping disabled readers, low achieving students, and students with low socioeconomic status to read words more effectively than instruction methods that lacked this approach.

• Systematic phonics instruction improved the ability of good readers to spell. Poor readers experienced a small improvement.

• The data supported those who suggest that phonics instruction should start at kindergarten and grade one.

Position in Canada

In Canada, public education is the responsibility of the Provincial and Territorial governments.^[42] There is no evidence that systematic phonics (including synthetic phonics) has been adopted by any of these jurisdictions. However, systematic phonics and synthetic phonics receive attention in some publications.

In Ontario

• In 2003 the Department of Education for the government of Ontario^[43] published a report entitled Early Reading Strategy - The Report of the Expert Panel on early Reading in Ontario.^[44] The report appears to support the use of systematic and explicit phonics instruction. It suggests that instruction in phonemic awareness be followed up with "systematic and explicit instruction" on the relationship between letters and the sounds they represent. (Pg. 17)

• More recently, however, The Literacy and Numeracy Secretariat^[45] calls on the reader to "“Avoid isolated phonics activities",^[46] using as its source an article by Robert Savage, Ph.D. of McGill University. In the conclusion of his article, however, Dr. Savage suggests that teaching the skills of segmenting and blending are "very important" and should be taught together with the explicit teaching of letter sounds. The entire article can be read at the following site.^[47]

• There is some indication that systematic phonics is widely taught in private schools in Canada according to The Society for Quality Education.^[48]

• Betty Ann Levy, Ph.D. of McMaster University in her article^[49] for the Encyclopedia of Language and Literacy Development^[50] appears to suggest that research supports early reading instruction in "spelling to sound relations" (i.e. synthetic phonics) rather than "whole word pattern recognition" (i.e. sight-word or Whole word). However, Dr. Levy also suggests that additional types of instruction are required in helping children to develop reading comprehension and reading fluency (i.e. speed, accuracy, and expressiveness).

In British Columbia

In 2009, the Department of Education for the province of British Columbia posted a discussion paper on their Read Now website.^[51] The paper^[52] states that explicit and synthetic phonics needs to be taught directly in the classroom because it works "for all students but are particularly helpful for students at risk for reading difficulty". There appears to be no evidence, however, that systematic phonics (or synthetic phonics) is a part of the teaching pedagogy.

Other views on Systematic Phonics, Analytical Phonics, and Synthetic Phonics

• In 1999, The National Institute of Child Health and Human Development (U.S.A.)^[53] appears to conclude that systematic phonics programs are "significantly more effective" than non-phonics programs. It also concludes that they found no significant difference between the different phonics approaches, while suggesting that more evidence may be required.^[54] (Item 2-92)

• In 2001, The National Dissemination Center for Children with Disabilities (U.S.A.)^[55] published their review of The National Reading Panel’s Meta-Analysis.^[56] Some of its findings are:

1) systematic phonics instruction helped children learn to read better than the control group instruction, including whole language; 2) synthetic phonics and larger-unit systematic phonics (i.e. analytical phonics) resulted in "a similar advantage in reading"; 3) small group instruction and class instruction were no less effective than tutoring; and 4) systematic phonics' instruction should be used to teach beginning readers, and children with "reading difficulties".^[57]

• In 2006, The Department of Education and Skills (U.K.)^[58] released a review of the research literature on the use of phonics on teaching and spelling. The review concluded that systematic phonics instruction had a "statistically significant positive impact" on reading accuracy.^[59] However, the review goes on to say there was no "statistically significant difference" between synthetic phonics and analytic phonics because "only three randomized control trials were found". The report concludes by suggesting that a larger study would help to clarify the "relative effectiveness" of systematic synthetic phonics versus systematic analytic phonics.

Common Terminology

Some common terminology used within this article includes:

• alphabetic code (in synthetic phonics): The relationship between sounds (phonemes) and the Letter/s (graphemes) that represent them are referred to as a "code". For example, the sound /ay/ can be represented in many ways (e.g. cake, may, they, eight, aid, break, etc.).^[60][61] See also: Alphabetic principle
• blend (vb.): to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
• decoding skills (in phonics): Without the use of context, to pronounce and read words accurately by using the relationship between the letter(s) and the sounds they represent. (i.e. "cat" is /k/-/a/-/t/, "plough" is /p/-/l/-/ow/, and "school" is /s/-/k/-/oo/-/l/. "Encoding skills" (i.e. spelling) is the same process in reverse.^[62][63] (Pg. 76)^[64]
• digraph: two letters making one sound which is different from the sound either can make alone, Examples of consonant digraphs: sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make a single sound, e.g. ai, oo, ow
• Direct instruction: A teaching style that is characterized by "carefully designed instruction" that usually includes a fast pace, small steps, demonstrations, active participation, coaching, immediate correction, and positive feedback.^[65] (Pg. 85)^[66] Direct Instruction is also "explicit" (see below).
• explicit instruction: Explicit means the programs provide teachers with precise directions for the teaching of these letter-sound relationships.^[67][68]
• Fluency: Reading quickly and accurately. Some sources also include expression and comprehension.^[69] (Pg. 85)^[70] (See Fluency.)^[71] (Pg. 13)^[72] (Pg. 1)
• grapheme: a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in ‘though’)
• Meta-analysis: Combining the results of smaller studies to arrive at a more meaningful, statistical conclusion.^[73] (1.1)
• phoneme: the smallest single identifiable sound, e.g. the letters ‘sh’ represent just one sound, but ‘sp’ represents two (/s/ and /p/)
• phonemic awareness: The ability to "hear" the phoneme (i.e. the sound of the letters), distinguish one phoneme from another, and appreciate that phonemes blend together to make a word.^[74] (Pg. 87)^[75] (Pg. 94)^[76]
• Rose Report: This is a report to the Govenment of The United Kingdom that recommends the use of Systematic Phonics instruction early in a child's education. See the Final Report: https://www.education.gov.uk/publications/eOrderingDownload/Primary_curriculum_Report.pdf
• segment by phonemes: Breaking down a spoken word into sounds (phonemes) by inserting a pause between each sound (e.g. /s/ - /k/ - /oo/ - /l/ = school).^[77][78] (Pg. 18)
• synthetic Phonics A teaching method whereby students learn to convert letter(s) (i.e. graphemes) into separate sounds (i.e. phonemes), and then to blend the sounds together to form recognizable words".^[79] Pg.24) For example /k/-/a/-/t/ is "cat".
• systematic Phonics: A method of teaching phonics in which the letters (and the sounds they relate to ) are taught in a specific sequence, as opposed to incidentally or on a 'when-needed' basis.^[80] (Pg. 24)

What it is

• Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters) at the rate of about six sounds per week. The sounds are taught in isolation then blended together (i.e. synthesised), all-through-the-word. For example, children might be taught a short vowel sound (e.g. /a/) in addition to some consonant sounds (e.g. /s/, /t/, /p/). Then the children are taught words with these sounds (e.g. sat, pat, tap, at). They are taught to pronounce each phoneme in a word, then to blend the phonemes together to form the word (e.g. /s/ - /a/ - /t/; "sat"). Sounds are taught in all positions of the words, but the emphasis is on all-through-the-word segmenting and blending from week one.^[81][82]
• Synthetic phonics develops phonemic awareness along with the corresponding letter shapes.
• Synthetic phonics teaches phonics at the level of the individual phoneme from the outset; NOT syllables and NOT onset and rime.
• Synthetic phonics involves the children rehearsing the writing of letter shapes alongside learning the letter/s-sound correspondences preferably with the tripod pencil grip. Dictation is a frequent teaching technique from letter level to word spelling, including nonsense words (e.g. choy and feep)^[83][84] and eventually extending to text level.
• Synthetic phonics teachers put accuracy before speed. Fluency (i.e. speed, accuracy,expression, and comprehension) will come with time, but the child's understanding of the relationship between the letter(s) and the sounds is the all important first step.^[85]
• Synthetic phonics involves the teaching of the transparent alphabet (e.g. /k/ as in "cat") before progressing onto the opaque alphabet (e.g. /k/ as in "school"). In other words, children are taught steps which are straightforward and 'work' before being taught the complications and variations of pronunciation and spelling of the full alphabetic code.
• Synthetic phonics introduces irregular words and more tricky words slowly and systematically after a thorough introduction of the transparent alphabet code (learning the 44 letter/s-sound correspondences to automaticity and how to blend for reading and segment for spelling). Phonics application still works at least in part in such words.
• Synthetic phonics involves a heavy emphasis on hearing the sounds all-through-the-word for spelling and not an emphasis on 'look, cover, write, check'. This latter, visual form of spelling plays a larger part with unusual spellings and spelling variations although a phonemic procedure is always emphasised in spelling generally.
• Synthetic phonics teachers read a full range of literature with the children and ensure that all children have a full range of experience of activities associated with literacy such as role play, drama, poetry, but the children are not expected to 'read' text which is beyond them.

What it is not

• Synthetic phonics does not teach whole words as shapes (initial sight vocabulary) prior to learning the alphabetic code (See the next section).
• Synthetic phonics does not teach letter names until the children know their letter/s-sound correspondences thoroughly and how to blend for reading and segment for spelling. Often when letter names are introduced it is through singing an alphabet song.
• Synthetic phonics does not involve guessing at words from context, picture and initial letter clues. Children read print (at letter level, digraphs, word level, text level) which corresponds with the level of knowledge and skills taught to date. This means they rehearse what they have been specifically taught and do not need to guess. This text level print is often referred to as phonically decodable text. Repetitive books are not necessary and children can rapidly access books described as 'real' because of the effectiveness of the synthetic phonics teaching approach.

What a typical Synthetic Phonics programme consists of

• learning letter sounds (as distinct from the letter names);

For example, mmm not em, sss not es, fff not ef. The letter names can be taught later but should not be taught in the early stages.

• learning the 44 sounds and their corresponding letters/letter groups;

The English Alphabet Code 'Key'^[86]: 44 phonemes with their common 'sound pattern' representations (This is based on the British pronunciation. The number and mixture of the 40+ phonemes will vary for other English speaking countries such as Australia, Canada and the U.S.A.): Note: Although professionals in the field of "phonics" distinguish a "sound" from its letter(s) in a specific fashion (e.g. the "|ee|" sound), for the purposes of this article we will use the method employed by some official publications (e.g. the "/ee/" sound) because it is easier for the lay person to read.^[87][88]

Vowels (19):

• /a/ mat
• /a-e/ ape, baby, rain, tray, they, eight
• /air/ square, bear
• /ar/ jar, fast
• /e/ peg, bread
• /ee/ sweet, me, beach, key, pony
• /i/ pig, wanted
• /i-e/ kite, wild, light, fly
• /o/ log, orange
• /o-e/ bone, boat, snow
• /oi/ coin, boy
• /oo/ book, would, put
• /ow/ down, house
• /or/ fork, ball, sauce, law,
• /u/ plug, glove
• /ur/ burn, teacher, work, first
• /u-e/ tune, blue, moon, screw
• /uh/ (schwa) button, computer, hidden, doctor

Consonants (25):

• /b/ boy, rabbit
• /c/ /k/ cat, key, duck, school
• /ch/ chip, watch
• /d/ dog, ladder
• /f/ fish, coffee, photo, tough
• /g/ gate, egg, ghost
• /h/ hat, whole
• /j/ jet, giant, cage, bridge
• /ks/ box
• /l/ lip, bell, sample
• /m/ man, hammer, comb
• /n/ nut, dinner, knee, gnat
• /ng/ ring, singer
• /p/ pan, happy
• /kw/ queen
• /r/ rat, cherry, write
• /s/ sun, dress, house, city, mice
• /sh/ ship, mission, station, chef
• /t/ tap, letter, debt
• /th/ thrush
• /th/ that
• /v/ vet, sleeve
• /w/ wet, wheel
• /y/ yes
• /z/ zip, fizz, sneeze, is, cheese
• /gz/ exist
• /zh/ treasure

• learning to read words using sound blending;
• reading stories featuring the words the students have learned to sound out;
• demonstration exercises to show they comprehend the stories;

References

External links

• Reading Reform Foundation - http://www.rrf.org.uk/
• Our Right to Read - http://www.ourrighttoread.com/
• Teaching Phonics - U.K. Department of Education - http://www.education.gov.uk/search/results?q=phonics
• Articles about Synthetic Phonics - http://www.syntheticphonics.com/articles.html
• Phonemic Chart from the BBC - http://www.teachingenglish.org.uk/try/activities/phonemic-chart
• A Prototype for Teaching the English Alphabet Code - http://www.rrf.org.uk/archive.php?n_ID=95&n_issueNumber=49