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Synthetic Phonics: What What Bulletinlda | Synthetic It Is and What Phonics: It Is Not It Is and What It Is Not

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Synthetic Phonics: What What Bulletinlda | Synthetic It Is and What Phonics: It Is Not It Is and What It Is Not From the Bulletin Learning Difficulties Australia www.ldaustralia.org Synthetic Phonics: What | LDA Bulletin it is and what it is not it is not Phonics: it is and what Synthetic What Stephen Parker explains the popular The National balanced literacy the difference between Reading Report and book, Words synthetic, analytic, analogy Their Way, by and onset-rime phonics, Balanced Literacy Donald Bear. arguing that synthetic In 2000 the US National Reading Panel Analogy (NRP) condemned whole language phonics is best. by name, and in its place called for Phonics systematic phonics. The educational Analogy phonics establishment, including professors also requires a in Teacher Colleges, the International large cache of Literacy Association, and the National sight words to get started. My favorite Council of Teachers of English, example of this type of phonics, responded with balanced literacy. because it seems so implausible to me, is taken from a book by balanced Balanced Literacy literacy author Jennifer Serravallo. In There is no universally agreed-upon the Reading Strategies Book (p 82), she definition for what constitutes balanced suggests this strategy: Suppose a child literacy. See, for example, Pamela’s had GREEN and SLOW memorized as Snow’s comment on balanced literacy sight words. Suppose, too, that the child at https://pamelasnow.blogspot.com/ knows (via analytic phonics) that N Background 2017/05/balanced-literacy-instructional. symbolizes the sound /n/. During the quarter century, from html for further discussion of the many Now the child is faced with reading 1975 to 2000, the dominant method problems this creates. It seems clear the unknown (for her) word GROWN. for teaching reading in the English- to me, however, that balanced literacy So, she “word-solves” by analogy. She speaking world was whole language. was (and is) an attempt to rescue whole takes the GR sound from her sight word Its main characteristics were: language by “balancing” it with some GREEN, the OW sound from her sight • Immersion in so-called “real” type of phonics – presumably systematic word SLOW, plus the sound of N, and books. This was in opposition to phonics in light of the critical NRP blends these 3 sounds together: /gr/+/ the artificial Dick and Jane readers report. So, what types of phonics can ow/+/n/ = GROWN. Having thus pieced of the 40s, 50s, and 60s in the US reasonably coexist with whole language? together a pronunciation, she checks if (Janet and John in the UK, John and There are only three candidates: the word makes sense in the context of Betty in Australia). This immersion analytic phonics, analogy phonics, and the sentence. was supposed to lead, easily and onset-rime phonics. Whether such a strategy is realistic naturally, to reading, just as earlier for beginners, and whether analogy in the child’s life, immersion in Analytic Phonics phonics could, even in a dozen years, conversation led to speaking. Analytic phonics requires that the systematically cover the alphabetic code, I leave it to the reader to judge. • Little to no phonics. Phonics child first build up a large cache of instruction, if it did occur, was sight words. These words can then Onset-Rime Phonics unsystematic, and was taught only be analyzed, allowing the child to as a last resort. “discover” the letter/sound relationships Onset-rime phonics is really a subset of analogy phonics. Here’s how it • Rote-memorization of sight words. in our alphabetic code. Here are two examples. Once BOAT, BOY, and BED works. Suppose TEACH is a sight word • Word-guessing based on pictures, or are sight words, the child can be led to for Johnny. EACH is called the rime, T context, or the word’s first letter. discover that B symbolizes the sound the onset. Now Johnny runs into the • Early writing using “invented” /b/. Once BOAT, LOAF, and SOAP are unknown (for him) word BEACH. To spelling. This resulted in spelling memorized, the child can be led to identify it he needs to recall TEACH, not by letter names rather than letter discover that OA symbolizes /O/ (long O). by sound (he doesn’t know that yet), but sounds (e.g. EZ for “easy”; RM for To systematically cover the alphabetic by the fact that, visually, both TEACH “arm”; LFN for “elephant”). code in this manner takes 5 to 6 and BEACH have the same 4 letters (E, • Learning by personal “discovery” years, due to the required sight word A, C, and H) in the same configuration. rather than by direct instruction from memorization and to the “discovery” Now he simply(?) subtracts the T a well-trained teacher. mode of teaching. See, for example, sound from TEACH and, in its place, Volume 51, Nos 2 & 3, Summer 2019 | 17 From the Bulletin Learning Difficulties Australia www.ldaustralia.org substitutes a B sound (buh?) and he’s Nation’s Report Card, at https://www. www.parkerphonics.com/post/the- got it: BEACH. The hope is that he nationsreportcard.gov/, if you believe alphabetic-code-made-easy. will “read” PEACH, BREACH, LEACH, that balanced literacy has improved the Knowledge of letter names should BLEACH, PREACH, and REACH in the reading ability of our children in the past be in place in order to start a synthetic same manner. two decades. phonics program. However it is not Balanced literacy is whole language, necessary for all 52 upper-case and The National Reading Panel but now with an added ingredient: lower-case letters to be nameable by the some analytic, analogy, and/or onset- child before beginning. Students can be may have condemned whole rime phonics. It has become the taught the names of just 4 to 8 letters language, but it literally dominant method for teaching reading (a mix of consonants and vowels) in and spelling throughout the English- order to get started, and then be taught paved the way for balanced speaking world – except in England. additional letter names as the program literacy to flourish progresses. This enables children to get Phonics and Whole to genuine reading as soon as possible – Okay, so that’s the EACH rime Language in England an important motivational consideration. family. But what about the ACK, OOP, In what follows, items 2, 3, 4, and 5 How did England escape this madness? and UNK families? You might find are paraphrases of the four items in the Simple. There, in 2006, the Rose Report Synthetic Phonics: What it is and what it is not Phonics: it is and what Synthetic What yourself wondering, at this point, just Rose Report (p.20) that are referred to was published. The Rose Report, unlike how many rime families are out there? as “high quality phonic work”. Item 8 is the reports of both the National Reading Most teachers who use onset-rime also strongly emphasized in Appendix 1 Panel (US, 2000) and Australia’s don’t realize that there are over 300 of the Rose Report. National Inquiry (2005), did not simply rime families in English. One sight word, The characteristics of a synthetic issue an innocuous call for systematic acting as the pronunciation key, must phonics program are as follows: LDA Bulletin | LDA Bulletin phonics. The Rose Report went a crucial be memorized for each rime family. 1 Synthetic phonics is a bottom-up step further. It called explicitly for It gets worse. This covers only single- approach to reading and spelling. synthetic phonics. syllable words. Many more rimes exist “Bottom-up” because instruction Synthetic phonics can’t be balanced only in multi-syllable words (e.g. ULT in starts, not with whole words, but with Whole Language. It stands in utter ADULT, RESULT, and CONSULT; ECT with the most basic sound unit opposition to both whole language and in DEFECT, RESPECT, and SELECT). there is: the phoneme. The word balanced literacy. It is not a strategy for Rote-memorization of rimes and onsets, SHOP, for instance, has 3 sounds “word-solving” (as are analogy phonics including the sounds of all the beginning or phonemes: /sh/, /o/, and /p/, and onset-rime phonics). It is a logical blends (BL, SP, TR, and so on), quickly represented by the letters SH, O, and powerful method for teaching tops 400 items. and P respectively. To use synthetic reading and spelling, and it contradicts phonics is to teach phonemic balanced literacy in every way. It sets Phonics and Whole awareness, with letters, throughout up a stark choice for anyone wishing to Language the entire program. This is the type teach a child to read through balanced of phonemic awareness training that These three types of phonics are not literacy or synthetic phonics. the NRP called “most effective.” only compatible with whole language, they satisfy the NRP’s weak and So What is Synthetic 2 From Day 1, the major grapheme/ nebulous definition of systematic phoneme (letter/sound) phonics as “a planned, sequential set Phonics? correspondences of the alphabetic code are taught in an explicit and of phonic elements taught explicitly.” With the above as background, I would systematic manner, using a clearly- The NRP, in fact, explicitly endorsed the now like to specify, as precisely as defined sequence, with each new above 3 types of phonics: possible, what synthetic phonics is, and topic building on what has already “In teaching phonics explicitly and what it is not. been learned. systematically, several different The English alphabet is a set of 26 instructional approaches have arbitrary characters, each of which 3 As soon as “some” letter/sound been used. These include synthetic symbolizes one (or more) basic speech correspondences are mastered (say phonics, analytic phonics, analogy sounds. The alphabetic code is the full 4 to 8), children can start reading phonics, and onset-rime phonics.
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