The Importance Of Systematic Synthetic Phonics For School Reading Schemes And Then From The School 's Library Of Classic Books

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I learnt to read at an early age. I read widely whilst at school, both school reading schemes and then from the school’s library of classic books, as well as books at home and borrowed from public libraries. This love of books continues today, I studied English Literature and Music at university and I still read for pleasure whenever possible.
I loved reading to my own children from birth and chose from a wide range of children’s literature. This was encouraged in their early years at school where they were given a decodable book and a story book each week. I find the fact that some schools are removing ‘real’ texts from classrooms and restricting early readers to decodable books risks creating a generation of children who fail to associate reading with pleasure.
Schools today are obliged to use systematic synthetic phonics from early years but during my school experiences I have seen other phonics systems in use and I have found that, for some children, these methods have been just as effective as synthetic phonics.

The Rose Report of 2006 was based primarily on Gough and Tumner’s 1986 ‘Simple View of Reading’ in which they stated that language comprehension and word recognition were vital components for reading. In his report, Rose suggests that the phonics referred to is Systematic Synthetic Phonics.
The combination of these two ideas is a contradiction, it was found that, although a child’s reading ability increased through the use of synthetic

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