A basic book on how children learn to read please

[Sleepymorningcuddles]

Hi, I'm delivering music instruction and trying (despite scarcity of time) to teach some pre-notation concepts (chord charts).

It's got me interested in how children convert squiggley symbols into silent sounds into meaning-I wondered if there is a succinct well written popular type book anyone could recommend that explains how we learn to read? It's to educate myself because of the environment I'm in. It doesn't need to be teacher-training material, just for general readers.

Thanks.

Of course EYFS Early Learning Goals are EYFS Early Learning Goals but that isn't what you said earlier...

How children reach those goals is entirely up to each setting and there is no onus on schools to teach Phase 1 .

As you can see ...

ELG01 – Listening and attention
Children listen attentively in a range of situations. They listen to stories,
accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

ELG02 – Understanding
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

ELG03 – Speaking
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They
develop their own narratives and explanations by connecting ideas or events.

ELG09 – Reading
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others aboutwhat they have read.

ELG10 – Writing
Children use their phonic knowledge to write words in ways which match
their spoken sounds. They also write some irregular common words. They
write simple sentences which can be read by themselves and others. Some
words are spelt correctly and others are phonetically plausible.

The 40-60 and earlier goals.

And as I also said many times, I'm not talking about schools here.

Development Matters 40-60 months
Reading what adults should do - Discuss and model ways of finding out nformation
from non-fiction texts.
•
Provide story sacks and boxes and make them with the children for use in the setting and at home.
•
Encourage children to recall words they see frequently, such as their own and friends’ names.
•
Model oral blending of sounds to make words in everyday contexts, e.g.
‘Can you get your h-a-t hat?’
•
Play games like word letter bingo to develop children’s phoneme-grapheme correspondence.
•
Model to children how simple words can be segmented into sounds and blended together to make words.
•
Support and scaffold individual children’s reading as opportunities arise.

Writing what adults should do - talk to children about the letters that represent the sounds they hear at the beginning of their own names and other familiar words.
•
Demonstrate writing so that children can see spelling in action.
•
Demonstrate how to segment the sounds(phonemes) in simple words and how the sounds are represented by letters (graphemes).
•
Expect them to apply their own grapheme/phoneme knowledge to what they write in meaningful contexts.
•
Support and scaffold individual children’s writing as opportunities arise.

I was quoting the goals/observations column, but yes, that includes exactly the things meita was talking about and you were denying, starting with initial sounds and also talking about oral segmenting and blending. I note that it also says they should start on a systematic phonics programme "when children are ready, usually but not always by the age of 5", not that they should start with that and do all the other stuff alongside.

That's because it's basic guidance and trusts teachers to have the professional knowledge and training to know what is required. Notice no Phase 1!

Eh what? Why would EYFS mention phase 1? Phase 1 is part of Letters and Sounds, which incidentally I ditched as an example way upthread when it became clear it wasn't helping.

And there's this document which says what EYFS is but no, it's actually something else because teachers (and nursery workers? and childminders?) have the professional knowledge to know it's not actually what is required? Why quote it at me if your point is that it's actually wrong? What is your point actually?

EYFS wouldn't but you did ... Which was the disagreement

Have you studied all the documents that pad out the extremely brief contents of EYFs or are you basing your views on a couple of sentences?

If you think that was the disagreement did you miss the bit when I stopped talking about L&S and confined myself to talking about EYFS? It was about 3 posts in of what is becoming a daft number because yet again I'm struggling to pin down what your point is.

And passing over the fact you're simultaneously coming down on me for quoting non-statutory material and not quoting non-statutory material...

What do these other documents say then? "Actually, don't do it like that, don't do any of this stuff until you start a synthetic phonics scheme in Reception"? "Ignore reading and writing goals at the nursery stage, they were just put there to confuse the unwary"?

Yes catkind that was the disagreement and no I didn't miss your post although what you continued to assert seemed to contradict that.
Perhaps you should check what's statutory in EYFS and what is guidance as a starting point

I think it's a reasonable assumption that what is in the 40-60 EYFS guidance is the way EYFS is meant to work - I'm not sure about its exact statutory status, but if preschool EYFS is anything that's surely what it is. You've just quoted yourself part of 40-60 EYFS that mentions initial letter sounds and oral segmenting and blending, so presumably you acknowledge that that is from EYFS not from L&S.

I'm bored now, you've had plenty of opportunity to make a point and I'm still not seeing one, I'm not going to respond further on this thread.

Except it doesn't tell you how just the expected outcome

For the record Pre school EYFS is the same as childminder EYFS is the same as nursery school EYFS is the same as school EYFS is the same as any EYFS