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The Pros And Cons Of Early Reading Instruction

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Extensive research has informed the teaching of reading with ‘great debates’ (ref) providing opposing views either reading as a whole text (analytical) or as teaching decoding of individual words (synthesising) as a skill to reading – phonics. Whilst the two approaches both need the child to have a phonological awareness – ‘the ability to perceive, recall and manipulate sounds and specifically within language’ (Jolliffe et al, 2015, p. 2) the analytical approach to reading involves the pupils inferring the identity of the new word through the recognition of the letters at the beginning and end of the word which can be supported through clues from the remainder of the sentence or through pictorial representations – a word to part strategy. …show more content…

Providing the underpinning of teaching English in the Primary National Curriculum SSP is detailed within the Early Years Foundation Stage statutory framework, stating that within the ‘typical range of development [of] 40-60+ months’ (Early Education, 2012, p. 29) with the support of adults: ‘provide regular systematic synthetic phonics sessions. [Which} should be multisensory in order to capture their interests, sustain motivation and reinforce learning’ (Early Education, 2012, …show more content…

Critics such as Davis favours the whole-word method stating that the approach promotes reading for meaning by utilising the context and sentence structure (Davis, 2013). In opposition Daniels and Diack (cited Beard, 1990) criticised the pedagogy of the approach arguing that children being taught the whole-word approach were akin to Pavlov’s salivating dogs – a form of conditioning.
Whereas Carbo (1995) suggests that a collaborative approach to early reading in which strategies and approaches are intertwined providing an optimal learning environment of class readers (ref). In clear support if this notion Teachers’ Standard 5 states ‘teachers must “have a clear understanding of the needs of all pupils” and “adapt teaching … [enabling] pupils to be taught effectively” (DfE, 2012) therefore in some instances one to one extra support is required – the focus of the

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