Synthetic Phonics has Been Recommended as the FOUNDATION For The Successful Teaching Reading Within ALL Government Reports Of the Last Decade.

Not only is 'synthetic phonics' recommended by classroom teachers and Head teachers such as Debbie Hepplewhite and Ruth Miskin who have successfully taught ALL children in their schools to read by six years of age, but also researchers who have evidence based research to support this method.
Synthetic phonics MUST be at the heart of any early reading programme as this will also prevent reading difficulties and also used to help older children who are struggling to get back on track (they have obviously not already received this - or they would not be struggling)

We MUST ensure that all children in Australia are reading by the end of Year 1, in every school. To do this all Prep, Year 1 and 2 Teachers must be fully trained in using a synthetic phonics based approach (as is now mandatory in

the UK) or schools can contract Reading Coaches who are 'synthetic phonics plus' specialists. They can work with every child within Prep and Year 1 year with the ONLY aim of ensuring that every child is reading by the end of year 1 (and ideally Prep) . They will work on a 1:1 basis and in small groups throughout the day for 20 minutes- seeing every child every day. Phonics testing (which takes 3 minutes) will be undertaken on a 4 weekly basis with results sent to the Read Australia™ central database to ensure that progress is monitored. Head Teachers (and parents) can check on the progress of every individual- and check their acheivement with regards to code knowledge, blending, phoneme segmentation and manipulation. These Reading Coaches work on a contract basis - if the school is not satisfied the contract can be terminated within a 4 week notice period. If all children are reading by the end of Prep (please ask for 'reading' definition) the Reading Coach is given a bonus by Read Australia™ (not the school) It is in our best interest to offer the best training and support, to ensure that schools are able to raise standards, and reduce behavioural difficulties. NAPLAN results will soar as reading and spelling is the foundation for most other subjects across the curriculum. Imagine what teachers from year 1 and upwards will be able to do if all children enter their classrooms already reading and spelling!

There can be no more excuse for not ensuring that children are reading to at least their expected llevel according to their chronological age by the end of their primary years. This is happening in very few Australian state schools and why we must work together and focus on 'READING' iand Spelling in Prep and Year 1.

A 'Reading Coach' receives very specific training, and gains ongoing support from Read Australlia. This training is not currently being offered to Government appointed 'Literacy Coaches.

Read Australia™ Reading Coaches can
ensure that at least 90% of all children
within ANY school, in ANY area, are
reading by the end of Prep. They work independently of the classroom teacher
so there is no extra workload.

The Australian government claims to be onboard with evidence based early reading training;

'The reading wars are over, with a proper emphasis on PHONICS.'
- Julia Gillard, Australian Prime Minister

And this advice was offered as long ago as 2005. For example (taken from the Executive Summary of the (AU) Teaching Reading Report) recommends (2) that;

Teachers provide systematic, direct and explicit phonics instruction so that children master 'the essential alphabetic code-breaking skills required for foundational reading proficiency'.

The recommendations made in the Executive Summary were in line with those offered within the Rose Report (UK), with systematic, direct and explicit teaching in phonics also recommended as the foundation of the Reading First component of the No Child Left Behind Act. by the US Reading Panel.
Note that it is 'systematic phonics' teaching (usually known as synthetic phonics) and not analytical phonics that is recommended when we write of 'phonics'.



Read Australia™ recommend an expansion of 'Synthetic Phonics' called 'Synthetic Phonics Plus™' This describes an approach that centres early teaching around the alphabetic code and ALSO include phonemic awareness, synthetic phonics, fluency, vocabulary knowledge and comprehension. 'Phonics' are taught using a multisensory approach making it FUN for young children and to engage boys more effectively.

The use of more traditional phonetics-based lessons helps boys catch up with girls - even doing better on some tests - and prevents some children from needing 'special' schooling, according to research findings. Rhona Johnston, a professor of psychology at Hull University, and Dr Joyce Watson of St Andrews University, studied the results from 300 children originally given training using synthetic phonics when they were five. The study of synthetic phonics also found children from disadvantaged backgrounds do as well as those from better off homes. Boys taught using synthetic phonics were able to read words significantly better than girls at the age of seven, with all pupils ahead of the standard for their age.
Boys were 20 months ahead while girls were 14 months more advanced than expected.At the end of the study, boys' reading comprehension was as good as that of the girls, but their word reading and spelling was better. Children from disadvantaged areas who received synthetic phonics training kept up with children from well off areas until the seventh year at school, whereas those taught with usual methods fell behind five years earlier.Prof Johnston said: "The results of this long term study continued to show benefits to children of using this particular technique of teaching.
"All children can get the most out of learning to read using synthetic phonics. "
"We found children were performing well who might otherwise have ended up in special teaching arrangements," she added.
"Teachers told us they had fewer disciplinary problems and less trouble in the playground because boys were succeeding and had higher self esteem."

So why are we not training Australian teachers in 'Synthetic Phonics'? Why are we sending newly qualified teachers out into schools without an understanding of how to teach reading? Is this not THE MOST IMPORTANT skill we can teach our children?
Often these teachers are placed in eqrly years classrooms- arguably the most important primary school years, for creating a solid educational foundation. Iit is currently possible for Australia’s future teachers to complete a Bachelor of Education course in Australia with less than two per cent of total credit points devoted to instruction in the teaching of reading.

And why is it not mandatory that all Prep, Year 1 and 2 teachers teach using a synthetic phonics based approach? We know that this is the ONLY way to get all children reading by 6- so why are we not doing this, and following the example set in the UK?

Teachers in Australia are confused about the teaching of reading and many within the Education Department apparently refuse to recommend teaching strategies or offer resources to support effective teaching?
We are therefore relying on Head Teachers to be knowledgeable, and proactive with regards to making sure that the Prep, Year 1 and 2 children within their school are receiving direct, systematic and explicit phonics teaching. If this isnt the case then how can teachers know what is expected, and how can those who do not know how to teach reading (for success) be of any help to the children in their class? They need training and support. Ideally this would come from the Education Department but until then please do accept training and support from Read Australia™. We will help you ensure that every child is reading to at least their expected reading age level by the end of Year 1.

We also strive to educate and support parents and carers so that they can teach their own children if this is not being offered within their school. Parents Aboard!

The name 'Synthetic Phonics' comes from the concept of 'synthesising', which means 'putting together' or 'blending'. What is synthesised/put together/blended in reading are the sounds prompted by the letters on the page. (rrf.org.uk, newsletter 54)

• Synthetic phonics involves the teaching of letter/s-sound correspondences to automaticity, rapidly and systematically (approx 6 sounds per week) and models how the alphabetic code works by sounding out and blending all-through-the-word for reading and segmenting the individual sounds all-through-the-word for spelling. Sounds and letters are taught in all positions of the words, but the emphasis is on all-through-the-word blending and segmenting from week one.
• Synthetic phonics develops phonemic awareness along with the corresponding letter shapes.
• Synthetic phonics teaches phonics at the level of the individual phoneme from the outset; NOT syllables and NOT onset and rime.
• Synthetic phonics involves the children rehearsing the writing of letter shapes alongside learning the letter/s-sound correspondences preferably with the tripod pencil grip. Dictation is a frequent teaching technique from letter level to word spelling, including nonsense words and eventually extending to text level.
• Synthetic phonics teachers put accuracy before fluency. Fluency will come with time, but the emphasis on thorough letter/s-sound correspondence knowledge and synthesising enables the reader to become more accurate, fluent and to access the meaning of the text at the level of the reader's oral comprehension more readily.
• Synthetic phonics involves the teaching of the transparent alphabet before progressing onto the opaque alphabet. In other words, children are taught steps which are straightforward and 'work' before being taught the complications and variations of pronunciation and spelling of the full alphabetic code.
• Synthetic phonics introduces irregular words and more tricky words slowly and systematically after a thorough introduction of the transparent alphabet code (learning the 42 letter/s-sound correspondences to automaticity and how to blend for reading and segment for spelling). Phonics application still works at least in part in such words.
• Synthetic phonics involves a heavy emphasis on hearing the sounds all-through-the-word for spelling and not an emphasis on 'look, cover, write, check'. This latter, visual form of spelling plays a larger part with unusual spellings and spelling variations although a phonemic procedure is always emphasised in spelling generally.
• Synthetic phonics teachers read a full range of literature with the children and ensure that all children have a full range of experience of activities associated with literacy such as role play, drama, poetry, but the children are not expected to 'read' text which is beyond them.