Phonics test - sudden concerns and how to help

[Dentvincent]

My DD came home today with a note to say she wasn't making expected progress in phonics. She is Y1 and is due the Phonics test in June - which I have only really heard about on mumsnet until this note. It was a bit of a surprise as it has not been mentioned at all till now. She is on orange book band and pretty much always gets all her spelling right. In fact I thought she was doing really well. They have given me some websites to look at with her which I've done tonight. She seems to be great on all the real words - but I think 'knows' them now as they look pretty simple and so isn't using her phonic knowledge. The a made up word comes up and she just tries to make a real word out of. How can I help her best and should I be a bit annoyed that someone hasn't mentioned it before. She is in the top but one group in the year and at every meeting they have said she is flying

Thanks for help

[mrz]

daftdame the check is based on established effective screening methods (although there are no pictures ) used around the world for decades to identify children who may have difficulties with reading and writing. It picks up gaps in children's knowledge, understanding and ability to apply phonics regardless of the standard of phonics teaching. Early identification is important and means that fewer children will slip through the net.

[daftdame]

mrz there will still be variables though, distraction being one you have already mentioned.

Early identification is all very well but the earlier checks are done, the more variables there are, simply because young children may not be entirely 'on board' with the check.

If it does highlight a genuine gap it has served its purpose which is good, I would never argue with that. If the result is due to one of the variables it could cause a bit of unnecessary worry.

[mrz]

For that reason the check is supposed to be carried out somewhere relaxed with minimal distractions rather than in a busy classroom with noise, interruptions and other things to focus upon.

The check last year showed we had a number of children who weren't secure with split vowel spellings and polysyllabic words which means that we can adjust our teaching. I think you will agree that it is highly unlikely that "variables" would result in groups of children being distracted at the same point in the check so it indicates that this is a teaching need.

Most schools who teach phonics well will carry out similar diagnostic tests throughout the school (not just in Y1) each term. Our own check is much more rigorous than the national phonics screening version.

[daftdame]

I agree with you there mrz if regular diagnostic checks are being carried out, the phonics screening will be less problematic and is more likely to serve the purpose that was intended. The child will be more familiar with the screening scenario and the teacher more familiar with what the child can do.

It is when the check seems to come 'out of the blue' (although it shouldn't!) that there would appear to be problems.

[mrz]

If regular checks were carried out by schools the phonics screening check would not be needed. Perhaps the low number of schools actually teaching phonics correctly is the catalyst for schools panicking in late May.

If children have been taught to decode words the check should not faze them unfortunately children are still being taught to look at pictures and initial letters to guess unknown words

[daftdame]

Except I also think familiarity with the check type scenario cuts down on the variables, children are more likely to know what is expected of them and wouldn't try to 'second guess' the check (as the OP's child possibly is).

So, strictly speaking, it is not solely about good phonics knowledge and decoding skills. Although if teaching synthetic phonics means that the children will be familiar with the scenario, as in your school mrz - problem solved.

I would say therefore that if teachers teach synthetic phonics well and do diagnostic tests anyway, the check may be not needed, but shouldn't be a problem.

However if teachers don't teach in the same way, the check may absolutely be needed, but also more open to the results being skewed by variables, due to the children's lack of familiarity with the check scenario. In this case an able (at decoding) child may also be put through unnecessary stress (as with OP's child).

[AcrylicPlexiglass]

Learning to read is like weaning and potty training. A very few children will not achieve it at all, no matter what method is used. Some children will benefit from a particular method of teaching. A few children will take off without much guidance at all. Most children will get there in the end and the important thing is that they do not become battle scarred and turned off by the process.

The most essential thing about learning to read is that children don't conclude that they are stupid at 6, just as the most important thing about weaning is that children don't decide that mealtimes and healthy food are associated with tension and angst. There is plenty of time for children to read pretend monster names and Tolstoy and eat squid and asparagus souffle.

If your child is trying hard, has an interested engaging teacher and likes school then all is well, imo. I would tell her that the phonics check does not matter as long as she tries her best and carry on as normal.

[mrz]

If they have been taught to decode words they know what is expected of them

[mrz]

The child won't know if they got every word right or every words wrong so why should they be worried?

[daftdame]

mrz In one respect I think you are correct. Indeed if they are taught to decode words they will know what to expect.

However it is possible learn to decode well, whilst only being formally taught a 'smattering' of phonics - as many of us who can read well after only being formally taught through 'mixed methods' will testify.

Also, I can imagine cases where systematic phonics are only taught in groups, whole class teaching so the child is not that familiar with much 1 to 1 time with the teacher. In many schools all / a large majority of the 1 to 1 work in reading is done with parent helpers or TAs at best, who will not (necessarily) be administering the test.

Why should a child be worried? - past experience informing on current expectations. They might not want to get something wrong which could be enough to worry them. It depends how 'mistakes' are generally handled in their experience.

[Feenie]

But how would they know whether they were wrong or not, daftdame? They wouldn't.

[daftdame]

Feenie My point is the worry comes before it is known whether they were right or wrong. The worry is about the possibility of doing something wrong.

[AcrylicPlexiglass]

they know they are "wrong" when their teacher sends home a note to mum and dad saying "oh golly, oh gosh, little suzy gonna fail/has failed the phonics check. Please worry a lot and practice phonics till you're all blue in the face and crying." This thread is a great example of that!

[mrz]

You seem to be ignoring the fact that all schools should be teaching children to decode so therefore the child should know what is expected of them when asked to decode 40 words.

[Feenie]

practise

That's an example of schools mishandling the check.

[daftdame]

Feenie There are two spellings, both spellings are correct, it is the context that changes which is correct usage. How does phonics help?

mrz I'm not ignoring that. I just don't feel the check provides irrefutable evidence in itself. It could fail / be misleading concerning children who are able (in decoding ^ see above) without being formally taught in the way you have described.

[mrz]

Do you not think parents have a right to know if their child is struggling with certain aspects of the curriculum AcrylicPlexiglass?

[daftdame]

Feenie Perhaps I have not understood your point?

[Feenie]

Feenie There are two spellings, both spellings are correct, it is the context that changes which is correct usage. How does phonics help?

I wasn't advocating that it did, I was correcting a previous post. It's a compulsion. But phonics helps decode either. Hth.

[mrz]

daftdame it is a check to identify which children need more input from the school not a sentence of eternal failure.

[daftdame]

mrz I agree that is exactly what it should be.

Awareness of the check, what it is, its limitations, how parents can help their child and what to expect from the school, should keep it as that and nothing more.

[AcrylicPlexiglass]

I think it is good to know how the teacher thinks my child is doing, mrz, yes. But personally I would not be unduly concerned if my 6 year old did not pass this check and would not appreciate any input that made him/her feel worried about reading. All members of my family have been taught to read via different methods, according to the fashions of the day. We can all read. Some read earlier than others. The method used hasn't has any bearing on age/speed/ competence as far as I can see. Current reseach favours synthetic phonics and if that enthuses teachers then fantastic, go for it. the research may be right or not bit I suspect that enthusiastic teachers are the key to a class full of children reaching their potential. however, I would be angry if my very young child was inadvertently given the message from school that she was failing at something important. I agree that a lot depends on general teaching style. It sounds like the OP's child has been suddenly identified as at risk of failing and that a clear message to that effect has been sent home. This is not good, imo.

[AcrylicPlexiglass]

Thank you for your grammar advice, Feenie.

[mrz]

and that is exactly what the check is daftdame

No AcrylicPlexiglass it isn't how the teacher thinks your child is doing.

As a parent I can only regret this check wasn't around when my son was 6 years old

[daftdame]

mrz you obviously possess some personal experience that makes you a passionate advocate of the test.

I said should be because of the OP's experience and others on similar threads. The worry that is caused by communication late in the day that children are not making expected progress should be avoidable. As a parent it is hard to disentangle whether this is because the child has a genuine difficulty or whether this is due to poor teaching. This makes a difference because if it is just poor or inadequate teaching the remedy is simply better / more teaching, if the difficulty is more complex finding a solution may be a more lengthy process.

As I have said before, awareness is key because whole school figures are not published and the teaching in schools varies.