Phon­ics: The key to lit­er­acy

The Australian Education Reporter - - AATE/ALEA NATIONAL CONFERENCE -

MAN­DAT­ING the teach­ing of phon­ics will make a ma­jor dif­fer­ence to lit­er­acy re­sults in Aus­tralian schools, but only if it is manda­tory that all teach­ers are given ad­e­quate train­ing in the ex­plicit un­der­stand­ing and teach­ing of phon­ics.

Phon­ics is to read­ing and spell­ing what times ta­bles are to math­e­mat­ics - it is the foun­da­tion on which read­ing and spell­ing are built.

Read­ing and com­mu­ni­ca­tion in the writ­ten form are the cor­ner­stones for learn­ers’ con­tin­ued in­de­pen­dent de­vel­op­ment.

Teach­ers who have a deep un­der­stand­ing of phon­ics are able to make in­formed pro­fes­sional choices when em­ploy­ing teach­ing pro­cesses and pro­grams in their schools.

They are able to com­pe­tently an­a­lyse chil­dren’s spell­ing and read­ing which al­lows them to eval­u­ate, re­me­di­ate and pro­vide the nec­es­sary in­ter­ven­tion.

For more in­for­ma­tion about phon­ics in­struc­tion, visit:

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