The teaching of early reading in English primary schools:

1

• The teaching of early reading in English primary
  schools
• The impact of the Rose Review

2
Outline of talk

• Selected recommendations of the Rose Review.
• Response to those recommendations
• The CLLD team
• Essential Knowledge
• Letters and Sounds
• Continuing Professional Development
• Primary Strategy Regional Advisers, CLLD and EYFS
• Teachers and Practitioners
• Initial Teacher Education

3
Recommendations

• Adoption of the Simple View of reading (Gough
  Tunmer, 1986 Hoover Gough, 1990).
• Discrete, systematic teaching of phonics (GPCs,
  blending, segmenting) as the prime approach to
  beginning to learn to read and spell words.
• Phonics teaching to be set within a broad and
  rich language curriculum.
• The Early Years Foundation Stage (EYFS) and the
  renewed Framework for Teaching should provide
  clear guidance on developing childrens receptive
  and expressive language.
• The Training and Development Agency (TDA) for
  schools should take account of all aspects of the
  Review, to ensure that initial training and
  continuing professional development provide good
  value for money in the teaching of reading.

4
The Communication, Language and Literacy
Development team (CLLD)

• A new team within the National Strategies, which
  works collaboratively with the Literacy and the
  EYFS teams and is responsible for implementing
  Rose recommendations
• http//www.standards.dfes.gov.uk/local/clld/

5
The Communication, Language and Literacy
Development team (CLLD)

• Information and guidance documents for primary
  school heads and teachers, and managers and
  practitioners in Early Years settings
• the Simple View of reading
• ensuring beginners progress in each of the two
  dimensions of word recognition and language
  comprehension
• overview of phonics and early reading how to
  implement phonics teaching
• progression and pace in hearing, retelling,
  reading and writing different kinds of texts from
  poetry and narrative to information and
  instructional texts
• planning for and improving writing.

6
Other sources of information and guidance
documents

• http//www.standards.dcsf.gov.uk/primaryframeworks
  /downloads/PDF/reading_comprehension.pdf
• http//www.standards.dfes.gov.uk/primary/publicati
  ons
• Primary Framework Core position papers
• Understanding reading comprehension what it is,
  and strategies to develop it.
• http//publications.teachernet.gov.uk

7
CLLD team Essential Knowledge

• New interactive training program, Essential
  Knowledge, to improve the subject knowledge of
  teachers and practitioners in EYFS and KS1 is
  about to go live.
• Modules providing information and insight into
• the development of early communication and
  language
• what is involved in providing a broad and rich
  language curriculum, including ways of reading to
  children to develop their language
• teaching phonological awareness and phonics
  tricky words
• the simple view of reading
• selecting appropriate texts for children to read
• developing reading comprehension
• motivating children to read and enjoy reading for
  pleasure and information

8
Letters and Sounds

• Phonics teaching is organised into six phases.

9
Letters and Sounds

• Phase 1
• Emphasises oral language development provides
  guidance and video examples of best practice in
  provision of a broad and rich language experience
  for children in EYFS (to age 5) includes
  activities to develop phonological awareness.
• Phase 2
• Starts systematic phonics teaching, with s a t p
  i n and practice in reading and writing words
  using these letter sounds. 19 letter sounds and
  phoneme blending and segmentation taught, used
  and practised in a 6 week period. A set of HF
  tricky words also taught and practised.

10
Letters and Sounds

• Phase 3
• Remaining single letter sounds and one grapheme
  for each of the remaining phonemes taught, used
  and practised in reading and writing phrases and
  sentences in a 12 week period. More HF tricky
  words taught and practised.
• Phase 4
• No new GPCs taught. Consolidation of previous
  learning and practice blending and segmenting
  words with initial and final consonant clusters.
  More HF tricky words taught, making a total of
  31. This phase completed in 4-6 weeks. Most
  children should complete Phase 4 by end of
  Reception year.

11
Letters and Sounds

• Phase 5
• Extends throughout Year 1 (age 5-6years). Taught
  and practise using alternative spellings for
  phonemes, and a further 25 tricky words.
• Phase 6
• Extends throughout Year 2 (age 6-7 years) with
  emphasis mainly on spelling, learning which GPCs
  are used in specific words.

12
Letters and Sounds

• By the end of KS1, most children will have
  mastered the English alphabetic system.
• Download the program from http//www.standards.dfe
  s.gov.uk/local/clld/las.html

13
Letters and Sounds funded support programme

• Early Reading Development pilot in 18 LAs
• Used precursor to Letters and Sounds (Playing
  with Sounds).
• Year R, taught one grapheme for each of 44
  phonemes, and practise reading and writing using
  phoneme blending and segmenting skills.
• Consultants 3 days training
• Teachers/practitioners 2 days training
• Schools/settings 4-6 days structured consultant
  support.
• Promising results ? 2-year programme in 50 LAs
  (32 new, 18 ERD).
• Each LA appointed a consultant
• Nominated 10 schools in need of significant
  improvement to take part in Year 1 five more
  added in Year 2.

14
Letters and Sounds funded support evaluation

• Evaluated by observation, interview and progress
  on the 9 scale points on the Linking letters and
  sounds scale of the EYFS profile.
• Teachers reported
• Increase in childrens vocabulary and improvement
  in listening skills
• Children more confident and keen to have a go
  in applying phonics in reading and writing
• No perceived detriment to personal social and
  emotional development
• Improvement in teacher confidence and knowledge,
  and raised expectations
• Improved ability to assess and plan
• Value of daily routine of the teaching sequence
  revise, introduce new sound, practise with new
  sound, apply in reading and writing words and
  sentences

15
Letters and Sounds funded support evaluation

• 9 scale points on the Linking letters /sounds
  scale of the EYFS profile
• Joins in with rhyming and rhythmic activities
• Shows an awareness of rhyme and alliteration
• Links some sounds to letters
• Links sounds to letters, naming and sounding
  letters of the alphabet
• Hears and says sounds in words
• Blends sounds in words
• Uses phonic knowledge to read simple regular
  words
• Attempts to read more complex words, using phonic
  knowledge
• Uses letters, sounds and words when reading and
  writing independently

16
Letters and Sounds funded support evaluation

• Percentage of children getting 6/9 ticks
  increased by 5.35 in targeted schools and
  settings, compared with overall national increase
  of 3.7.
• Support is now being extended to a further 50 LAs.

17
Continuing Professional Development

• Primary Strategy Regional Advisers, and EYFS and
  CLLD teams given 5 days training on
• Language development through to adolescence and
  evidence based ways to foster language
  development in EYFS /KS1
• The Simple View of reading processes in skilled
  word reading and how these develop in children
• Reading comprehension what it involves and ways
  to develop it
• Two days on systematic structured phonics and how
  to teach it.

18
Continuing Professional Development

• Training days were filmed and edited down into a
  training DVD Communication, Language and
  Literacy Professional development resource
  which has been distributed to all LAs and ITE
  institutions.
• We have met Literacy Consultants who have watched
  the DVDs and found the material really
  fascinating and useful.

19
Continuing Professional Development

• Literacy Consultants in each Local Authority
  deliver CPD for teachers and practitioners.
• Staff in schools and settings in Local
  Authorities where the funded Early Reading
  Development programme was being implemented
  received more dedicated consultant support than
  those not in such schools and settings, but all
  receive some consultant support, and all
  consultants attend regional training conferences.

20
Continuing Professional Development

• Some of the training materials used by Literacy
  Consultants are available on the CLLD website
• Weve already referred in passing to the
  Essential Knowledge interactive training
  materials which are about to be launched by the
  CLLD team.
• These materials include a module on reading
  comprehension.

21
Reading comprehension

• As this series of seminars is all about reading
  comprehension, youre probably most interested in
  what is happening nationally on that front.
• The Primary National Strategy team have produced
  a number of publications which are downloadable
  from their various websites
• 2005 Understanding Reading Comprehension
• What is reading comprehension?
• Strategies to develop reading comprehension
• Further strategies to develop reading
  comprehension
• 2006 Developing Reading comprehension

22
Inference

• 2005 Pre-Rose
• What is reading comprehension? 2 mentions of
  inference
• help childrengo beyond literal interpretation
  and recall to explore the complex meanings of a
  text using inference and deduction
• plan opportunities for children to interpret
  and respond to the text, for example teach
  strategies for using inference and deduction
• Strategies to develop reading comprehension 2
  mentions of inference
• Closed factual questions do not encourage
  (children) to use inference and deduction.
• ask questions that make increasing
  demandsmoving from simple recall, through
  inference to questions that ask for evaluation
  and response.
• Further strategies to develop reading
  comprehension 0 mentions of inference

23
Inference

• 2006 Post-Rose
• Developing reading comprehension 49 mentions of
  inference
• Section on The important role of inferences
  which
• Differentiates between inference and reasoning
• Defines and describes two broad categories of
  inference coherence inferences and elaborative
  (extending) inferences
• Subdivides coherence category into cohesive
  (pronoun resolution anaphora) and
  knowledge-based (bridging) inferences and gives
  examples of each type.
• Makes clear that elaborative inferences are not
  necessary to literal understanding, but enrich
  the mental representation formed of the text.

24
Working memory, vocabulary, situation models and
mental models

• 2005 Pre-Rose
• Working memory did not exist
• Vocabulary mentioned 8 times in What is reading
  comprehension and twice in Further strategies
  for developing reading comprehension
• Situation models and mental models did not exist
• 2006 Post-Rose
• Working memory mentioned 4 times limited
  capacity individual differences, role in
  comprehension.
• Vocabulary mentioned 32 times discrete section
  devoted to vocabulary knowledge and its role in
  reading comprehension.
• Situation model mentioned 5 times
• Mental model mentioned 5 times

25
Initial Teacher Education

• Arizpe, E. Styles, M. (2002) Children reading
  pictures interpreting visual texts.
• Feitelson, D., Kita, B., Goldstein, Z. (1986)
  Effects of listening to series stories on first
  graders comprehension and use of language.
• Geekie, P., Cambourne, B. Fitzsimmons, P.
  (1999) Understanding Lit. Dev.
• Goswami, U. (2001) Early phonological development
  and the acquisition of literacy.
• Hall, N. Robinson, A. (2003) Exploring Writing
  and Play in the Early Years.
• Kress, G. (2000) Before writing rethinking the
  paths to literacy.
• Pressley, M. (2001) Effective Beginning Reading
  Instruction.
• Seidenberg, M.S. McClelland, J.L. (1989) A
  Distributed, Developmental Model of Word
  Recognition and Naming.
• Sulzby, E. (1985) Children's emergent reading of
  favorite storybooks A developmental study.

26
Initial Teacher Education

• Block, C. C. Mangieri, J. N. (2005) Powerful
  vocabulary for reading success.
• Booth, A., Dunn, J. R. (1996) Familyschool
  links .. educational outcomes?
• Davidson, Snow, C.E. (1995) The linguistic
  environment of early readers.
• Elley, W. B. (1989) Vocabulary acquisition from
  listening to stories.
• Rupley, Logan, Nichols (1989) Vocab.
  instruction in a balanced reading program.
• Snow, C.E., Tabors, P.O., Nicholson, P.
  Kurland, B. (1995) SHELL Oral language and early
  literacy skills in kindergarten and first grade
  children.
• Sylva, K., Melhuish, E., et al. (2004) The
  Effective Provision of Pre-School Education
  (EPPE) Project Final Report.

27
Initial Teacher Education

• Adams, M. J. (1990) Beginning to Read Thinking
  and Learning about Print.
• Bryant, Bradley, MacLean, Crossland (1989)
  Nursery rhymes, phonological skills and reading.
• Chall, J. S. (1983) Learning to read The great
  debate (updated edition).
• Ehri, L.C. (1987) Learning to read and spell
  words.
• Ehri, L. C. Systematic Phonics Instruction
  findings of the National Reading Panel.
• Johnston, F. R. (2000) Word learning in
  predictable texts.
• Johnston, R.S., Watson, J.E. (2005) A
  seven-year study of the effects of synthetic
  phonics teaching on reading and spelling
  attainment.

28
Initial Teacher Education

• Johnston, R., Anderson, M. Holligan, C. (1993)
  Knowledge of the alphabet and explicit awareness
  of phonemes in pre-readers The nature of the
  relationship.
• National Inst. of Child Health / Human Devel.
  (2000) Report of the NRP.
• Rumelhart, D.E. Mcclelland, J.L. (Eds) (1986)
  Parallel Distributed Processing. Vol. 1
  Foundations.
• Snow, C. E. Juel, C. (2005) Teaching children
  to read What do we know about how to do it?

29
Initial Teacher Education

• Baker, L., Brown, A. L. (2001) Metacognitive
  skills and reading.
• Ehri, L.C., Nunes, S.R., et al. (2001) Systematic
  phonics instruction helps learn to read.
• Gamble, N. Yates, S. (2002) Exploring
  childrens literature teaching lang reading
  of fiction.
• Heath, S. B. (1983) Ways with Words.
• Holdaway, D. (1979) The Foundations of Literacy,
• Levy, B.A. Gong, Z. et al. (2006) Understanding
  Print Early Reading/Home Literacy Experiences.
• Lankshear, C. Knobel, M. (2003) New Literacies
  Changing Knowledge, Classroom Learning.
• Marsh, J. Millard, E. (2000) Literacy and
  Popular Culture using chns culture in the
  classroom.

30
Initial Teacher Education

• Marsh, J. (Ed) (2005) Popular Culture, new media
  and digital literacy in Early Childhood.
• Morrow, L. M. (1990) Preparing the classroom
  environment to promote literacy during play.
• Neuman, S. (1996) Children Engaging in Storybook
  Reading .. Parental Interaction.
• Stamboltzis, A. Pumfrey, P. (2000) Reading
  across the genres a review of literature.
• Street, B. V. (1995) Social literacies critical
  approaches to literacy .. ethnography, and
  education.
• Teale, W. H. Sulzby, E. (1986) Emergent
  literacy Writing and reading.
• Weinberger, J. (1996) Literacy goes to school
  The parents role in literacy learning.
• Wells, G. (1986) The Meaning Makers.
• .

31
Initial Teacher Education

• Brown, A. Palinscar, A. (1985) Reciprocal
  teaching of comprehension strategies A natural
  program for enhancing learning.
• Clay, M.M. (2000) Running records for classroom
  teachers.
• Fountas, I.C. (1999) Matching books to readers
  Using leveled books in guided reading, K3.
• Fountas, I.C. Pinnell, G.S. (1996) Guided
  reading Good first teaching for all children.
• Seymour, P.H.K. Duncan, L.G. (2001) Learning to
  read in English.
• Snow C.E. Juel, C. (2005) Teaching Children to
  Read What do we know about how to do it?

32
Initial Teacher Education

• Brooks, G., Flanagan, N., Henkhuzens, Z.
  Hutchinson, D. (1998) What Works for Slow
  Readers? The Effectiveness Of Early Intervention
  Schemes.
• Cain, K. Oakhill, J.V. (1999) Inference ability
  and its relation to comprehension failure in
  young children.
• Clay, M. (2005) Literacy lessons designed for
  individuals.
• Clay, M. (2005) Literacy Lessons Part Two.
• Frith, U. (1985) Beneath the surface of
  developmental dyslexia.
• Gough, P.B. Tunmer, W.E. (1986) Decoding,
  reading and reading disability.
• Hatcher, P.J., Hulme, C. Snowling, M.J. (2004)
  Explicit phoneme training combined with phonic
  reading instruction helps young children at risk
  of reading failure.
• Hiebert, E.H. Taylor, B.M. (2000) Beginning
  reading instruction Research on early
  interventions.
• Nation, K. (2005) Childrens reading
  comprehension difficulties.
• Snow, C.E., Burns, S. Griffin, P. (1998)
  Preventing Reading Difficulties in Young
  Children.

33
Initial Teacher Education

• TDA are concerned about failure to win hearts and
  minds in some quarters of ITE establishment
• May put on a two-day conference in the Autumn
• Designed to bring teacher educators up to date
  with cutting edge psychological research into
  reading and writing
• And to show implications of this research for
  classroom practice
• And therefore why it is important to include it
  in initial teacher education
• If this goes ahead, expect to be asked to
  participate..