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Synthetic phonics
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Synthetic phonics (UK) or blended phonics (US), also known as inductive phonics,[1] 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

Synthetic phonics methodology

Typical Synthetic Phonics programme

Systematic phonics
Analytical phonics

Synthetic phonics

Common terminology

History
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See also

References

Further reading

External links

Synthetic phonics methodology

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. It does not teach whole words
as shapes (initial sight vocabulary) prior to learning the alphabetic code.

Synthetic phonics develops phonemic awareness along with the corresponding letter shapes. It 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)[2][3] and eventually extending to text level. It 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 teaches phonics at the level of the individual phoneme from the outset; not syllables and not onset and
rime. Synthetic phonics does not teach anything about reading as a meaning-focused process. It highlights decoding and
pronunciation of words only. Teachers are to 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.[4][5] (Pg. 13)

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. It 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. 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, and the method does not involve
guessing at words from context, picture and initial letter clues.

Typical Synthetic Phonics programme

learning letter sounds (as distinct from the letter names);
For example, mmm not em, sss not es, f not ef. The letter names can be taught later but should not be taught in the early
stages.
learning the 40+ sounds and their corresponding letters/letter groups;
The English Alphabet Code 'Key': 40+ phonemes with their common 'sound pattern' representations.[6] (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.).
Vowels:

/a/ mat /oa/ oak, rope, bow, piano

/ae/ ape, baby, rain, tray, they, eight /oi/ coin, boy
/air/ square, bear /oo (short)/ book, would, put
/ar/ jar, fast /oo (long)/ moon, crew, blue, fruit, few
/e/ peg, bread /ow/ down, house
/ee/ sweet, me, beach, key, pony /or/ fork, ball, sauce, law,
/eer/ deer, hear /u/ plug, glove
/er/ computer, doctor /ur/ burn, teacher, work, first
/i/ pig, wanted /ue/ tune, unicorn, hue
/ie/ kite, wild, light, fly /uh/ button, hidden
/o/ orange, quality

Consonants:

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

learning to read words using sound blending[disambiguation needed];

reading stories featuring the words the students have learned to sound out;

demonstration exercises to show they comprehend the stories;

Systematic 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; 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. (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])

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.

Analytical phonics

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) 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/ - /o/ - /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).

Synthetic phonics

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.[1]

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.).[8] See also: Alphabetic principle
 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.[9]

Direct instruction (also known as Explicit 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.[10] (Pg. 85)

intensive instruction: teaching or tutoring that include some of the following: more time; peer-assisted strategies; and
instruction in small groups or one-on-one.[11] (Pg. 209)

peer-assisted literacy strategies: Children work in pairs (taking turns as teacher and learner) to learn a "structured
sequence" of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling.[12]
(Pg. 33)

supportive instruction: teaching or tutoring that supports the student both emotionally and cognitively. This includes
encouragement, immediate feedback, positive reinforcement, and instructional scaolding (i.e. clear structure, small steps,
guiding with questions).[11] (Pg. 209)

History

The teaching of reading and writing has varied over the years from spelling and phonetic methods to the fashions for look-
say and whole language methods. In America in the eighteenth century, Noah Webster introduced spelling approaches with
syllabaries and in England the use of James Pitman's Initial Teaching Alphabet was popular in the 1960s. Recently phonic
methods have been revived.

Australia

In December 2005 the Department of Education, Science and Training of the Australian Government published a report
entitled a National Inquiry into the Teaching of Reading.[10] The report recommends direct and systematic instruction in
phonics as the foundation of early reading instruction. Some of the findings (not always supported by reliable evidence) 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) teaching of phonics;

3. the phonics instruction was followed by "direct teaching".

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
diculties". (Pg. 12)

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)

Canada

In Canada, public education is the responsibility of the Provincial and Territorial governments. 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 2003 the Department of Education for the government of Ontario published a report entitled Early Reading Strategy -
The Report of the Expert Panel on early Reading in Ontario.[5] 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)

In 2009, the Department of Education for the province of British Columbia posted a discussion paper on their Read Now
website entitled Reading: Breaking Through the Barriers.[13] The paper 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
diculty". (Pg. 8) There appears to be no evidence, however, that systematic phonics (or synthetic phonics) is a part of the
teaching pedagogy.

Dr. Robert Savage, of McGill University, concludes that, with respect to remedial programs, we should not wait for children
to fail before using phonics programs. He also recommends the teaching of such skills as segmenting and blending
alongside the "explicit teaching" of letter sounds.[14] He also says there is a need for more Randomized controlled trials in
order to produce more definitive conclusions.

United Kingdom

A review of the teaching of early reading was undertaken by Sir Jim Rose at the request of the Department for Education and
Skills.[15] While the report often uses the term "Systematic Phonic work", it appears to support "Synthetic Phonics" as
evidenced in the Rose Review. In fact, to be clear, the U.K. Department of Education uses the term "systematic synthetic
phonics". 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 sucient 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 oer any details on how to achieve this within the framework
of synthetic phonics' instruction.

Critics of the report

In a report dated April 2007,[16] professors Dominic Wyse[17][18] and Morag Styles[19] 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.[16]

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".[20]

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.

In March 2011 the U.K. Department of Education 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." [21]

United States

The United States has a long history of debate concerning the various methods used to teach reading, including Phonics. In
1999, The National Institute of Child Health and Human Development (NICHD) appears to conclude that systematic phonics
programs are "significantly more eective" than non-phonics programs. It also concludes that they found no significant
dierence between the dierent phonics approaches, while suggesting that more evidence may be required.[22]
The NICHD has come out in support of phonics instruction. The institute conducts and supports research on all stages of
human development. The institute conducted a meta-analysis and, in 2005, it published a report entitled Report of the
National Reading Panel: Teaching Children to Read.[4] Some findings and determinations of this report are:

Teaching phonemic awareness(PA) to children was "highly eective" 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 eective in helping disabled readers to spell better.

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

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

See also

American English

Auditory processing disorder

British English

Reading for special needs

Whole language
Note: This article uses British Received Pronunciation.

References

1. ^ a b "Glossary of Reading Terms - The Cognitive Foundations of Learning to Read: A Framework" .

2. ^ "Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English
Learners and Native English Speakers" (PDF).

3. ^ Byrne, Brian; Fielding-Barnsley, Ruth (1991). "Evaluation of a program to teach phonemic awareness to young children.".
Journal of Educational Psychology 83 (4): 451455. doi:10.1037/0022-0663.83.4.451 . ISSN 1939-2176 .

4. ^ a b "Findings and Determinations of the National Reading Panel by Topic Areas" .

5. ^ a b "Ontario Early Reading Strategy 2003" (PDF).

6. ^ "The English Alphabetic Code" (PDF).

7. ^ "Independent review of the teaching of early reading" (PDF).

8. ^ "Developing Early Literacy" (PDF).

9. ^ "Teaching Decoding 1998" (PDF).

10. ^ a b "Teaching Reading" (PDF). Australian Government Department of Education, Science and Training.

11. ^ a b "Eective Programs for Struggling Readers 2010" (PDF).

12. ^ "Eective Programs for Struggling Readers 2009" (PDF).

13. ^ "Reading: Breaking Through the Barriers A Discussion Guide" (PDF).

14. ^ "Word Reading Instruction Methods: The Evidence Concerning Phonics" .

15. ^ "Independent review of the teaching of early reading" (PDF). 2006. Retrieved 2014-06-16.

16. ^ a b Wyse, Dominic; Styles, Morag (2007). "Synthetic phonics and the teaching of reading: the debate surrounding
England's ?Rose Report?" (PDF). Literacy 41 (1): 3542. doi:10.1111/j.1467-9345.2007.00455.x . ISSN 1741-4350 .

17. ^ Wyse, Dominic; Goswami, Usha (2008). "Synthetic phonics and the teaching of reading". British Educational Research
Journal 34 (6): 691710. doi:10.1080/01411920802268912 . ISSN 0141-1926 .

18. ^ "Professor Dominic Wyse" . Institute of Education University of London.

19. ^ "Morag Styles" . Faculty of Education, University of Cambridge.

20. ^ "National Campaign for Nursery Education and Childrens Rights and Needs" .

21. ^ "Curriculum, assessment and qualifications (2012)" . UK Department of Education.

22. ^ "Phonics Instruction" (pdf). National Reading Panel.

Further reading

"An Evaluation of Basic Reading Processes" (pdf). Powered by Google Docs.

Borowsky R, Esopenko C, Cummine J, Sarty GE (2007). "Neural representations of visual words and objects: a functional
MRI study on the modularity of reading and object processing" . Brain Topogr 20 (2): 8996. doi:10.1007/s10548-007-0034-
1 . PMID 17929158 .

Heim S, Tschierse J, Amunts K, et al. (2008). "Cognitive subtypes of dyslexia". Acta Neurobiol Exp 68 (1): 7382.
PMID 18389017 .

Kendeou P, Savage R, van den Broek P (June 2009). "Revisiting the simple view of reading". Br J Educ Psychol 79 (Pt 2):
35370. doi:10.1348/978185408X369020 . PMID 19091164 .

Turkeltaub PE, Gareau L, Flowers DL, Zero TA, Eden GF (July 2003). "Development of neural mechanisms for reading"
(pdf). Nat. Neurosci. 6 (7): 76773. doi:10.1038/nn1065 . PMID 12754516 .

External links

A Prototype for Teaching the English Alphabet Code

Articles about Synthetic Phonics

Four main methods learning to read (method 1 phonics)

International Reading Association Position Statements

Phonemic Chart from the BBC

Teaching Phonics - U.K. Department of Education

Read in another language

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