Analytic v Synthetic Phonics

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Analytic v Synthetic Phonics
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• Phonics not new
• Specialist language training for dyslexic pupils

Hickey
Gillingham Stillman
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Reading debate ITA launched in 1961
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Teaching of reading

• Past schemes and initiatives
• ITA
• Look and Say
• SRA
• Real books
• NLS

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Searchlights model NLS 1998

• Phonic knowledge
• Grammatical knowledge
• Word recognition/
• graphic knowledge
• Contextual knowledge

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NLS model 1998

• Does not best reflect how a beginner reader
  progresses to be a skilled reader
• Emergent readers need to learn how to decode
  through blending

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• 5 Ways to read words (Ehri)
• Decoding
• Chunking
• Sight words
• Analogy (pound/found)
• Predicting words from context

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Access meaning from written symbols

• meet me tomorrow at the swimming pool.
• i will be there at 5. we can go for a swim
• and have supper in the restaurant.

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Independent Review of the Teaching of Early
Reading (Rose March 2006)

• Findings
• Phonic work essential for the development of
  reading also writing and spelling
• Teach grapheme/phoneme correspondences
  systematically
• Teach blending and segmentation

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Fidelity to the programme Rose

• Rose advises not to pick and mix
• Multi-sensory learning
• Regular sessions systematic - sequential
• Ongoing assessment
• Recognises decodable books and real books (work
  of Solity and Vousden Warwick University 2006)
• Letter/sound correspondence taught quickly in
  first year
• Parental involvement

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Primary Framework for Literacy 2006

• Simple view of reading replaces Searchlights
  model
• Ultimate goal of learning to read comprehension
• Word recognition and comprehension

• fluent reading
• Different teaching methods for word recognition
  skills and comprehension of written and spoken
  language

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(No Transcript)
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Teaching the Brain to Read - Duncan Milne
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(No Transcript)
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• SYNTHETIC
• Before reading
• Emphasis on how words are built up
• Small groups of letters
• Sounds blended (synthesised)
• Consonant blends not taught
• Consonant digraphs taught

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• ANALYTIC
• Whole word level sight vocabulary
• Alliteration introduced to initial sounds
• first car, cat
• 1). 26 initial sounds
• 2). Middle sounds
• 3). Final sounds
• 4). Initial consonant blends bl, cr and final
  consonant blends
• 5). Vowel and consonant digraphs ch,sh, ee, oo

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Comparison

• Analytic phonics
• Whole word and sounds
• Onset and rime
• Fewer demands on memory
• Less processing cr/ash
• Sight vocabulary often taught first
• Can take up to 3 years

• Synthetic phonics
• 44 phonemes and graphemes taught in a few months
• Emphasis on how words built up
• More processing c/r/a/sh
• Usually taught before reading

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Professor Rhona Johnston Analytic phonics good
but synthetic phonics is better.
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Clackmannanshire3rd study
Synthetic phonics programme produced improvement
in Reading
Spelling Phonemic
awareness
1 month
1 month
1 month
1 month
1 month
1 month
1 month
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Balanced literacy

• Techniques for reading
• Predicting a words pronunciation based on what
  is meaningful (lower circuit)
• Decoding letter and sounds (upper circuit)
• Analysis of letter/sound relationship from visual
  analogy (upper and lower circuit in unison)
• Combination of the three strategies in reading
  intervention Milne 2005
• Multi-sensory techniques enhance connections
  between the auditory and visual modules

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One size fits all??

• Double Deficit WolfBowers
• Hypothesis that some pupils with phonological
  weaknesses may also have additional problems in
  speed of processing
• Problems mapping phonemes to words
• Phonic programme with emphasis on sounds may not
  suit all pupils

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Additional reading and information

• Lindamood
• Tallal
• Duncan Milne
• Shaywitz
• Goswami
• Wolf Bowers
• Ruth Miskin

• Debbie Hepplewhite
• Solity
• Reid Lyon
• Johnson Watson
• Dombey
• McGuiness
• Ehri

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Its mammoth before elk except after bird
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Phonographix Units of Sound Jolly
Phonics
Hickey
Fast Forward
The materials are important, but the teacher
matters more. (Bramley)
Nessy
Thrass
PAT
TRTS
Alpha to Omega Rave-O Lindamood