[SENco-forum] Re literacy

There still seems to be a lot of confusion about what synthetic phonics

The Synthetic bit involves the child in blending letters whose sound s/he 
knows and working out the sound of the word thus made.  Clackmannanshire use 
plastic letters- and the Jolly Phonics system of teaching easily blended 
letters in a useful (blending wise) series.

It derives from the Daniels and Diack (The Royal Road to Reading series) 
approach of happy memory which would show e.g. the word pig, make the child 
read it, then show it without its initial p and offer the p separately (easy 
to demonstrate bit not in plain text format here)  for the child to put in- 
observing that adding that at the beginning  shape makes the ig sound turn 
into pig-  and so on.

Elizabeth

----- Original Message ----- 
From: <SEN at tringham.net>
To: "Becta Senco" <senco-forum at lists.becta.org.uk>
Sent: Friday, January 05, 2007 9:26 AM
Subject: RE: [SENco-forum] Re literacy

> There still seems to be a lot of confusion about what synthetic phonics
> does. My understanding is that it is the introduction of one sound to one
> letter without attaching that sound to a written word. Everyone who wants 
> to
> use aural speech and text has to be able to do this. How much input is
> required depends on each child getting 'appropriate teaching' and is
> affected by SEN, IQ and learning style.
>
> I thinks Synthetic Phonics is what parents do at a very early stage -"Look
> at that dog. Dog has a 'd' sound. What else starts with 'd' - Yes Daddy". 
> I
> also used to play 'I hear with my little ear something beginning 
> with....d'
>
> It is really difficult to make a clean sound with no additional 'eeer' 
> sound
> at the end.  As ever the 80% have no problem even if the parent /teacher 
> has
> poor pronunciation but some with SpLD shelve and hold that 'eeer' sound at
> the end of each letter.  It could be a good way to identify a problem 
> early.
>
> Different from this is analytical phonics when a child is looking at a
> written and phonic word -cat- and has been asked to sound it out -c-a-t - 
> to
> make a word.  Again no problem for most unless it ends up sounding like
> c-a-ter!!
>
> Phonemic Awareness is letter juggling.  Take away -c- and replace it
> with -m- makes 'cat' turn to 'mat'.  This is fine if you understand and 
> can
> reproduce the phonic sound required for each letter - and - have a good
> short term memory!
>
> If a student had difficulty in any of these areas then they need
> multi-sensory teaching (like the previous posters daughter) using wooden
> letters, colour, sand, picture cards etc to offer the information in the 
> way
> the child can absorb it.  Physically moving a card that says -c- and
> substituting one that says -m-  avoids the short term memory problems and
> reinforces the learning process in another way.  It is good for GLD and 
> SpLD
> students.
>
> It is important that teachers learn good clean phonic sounds, but not half
> as important as being able to use auditory, Visual and Kinaesthetic means 
> to
> input any information be it an initial phonic sound or a later written
> letter/sound and thereafter.  I would prefer this change in teaching style
> to having to adhere to one or other bought-in programme such as Ruth
> Miskin/Jolly phonics, but something has to be preferable to nothing until
> everyone has had a chance to extend and expand their teaching styles to
> encompass the myriad of SEN that now has to be support in a mainstream
> class.
>
> Sharon
>
> Sharon
>
> .
>
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