DC2 has just started reception and we were excited for all the new experiences the next year would bring. I'm worried however that I've got off on the wrong foot with the new teacher.
Sorry, this is long:
When DC1 was in the same class she flew through reading books and was known to be a very strong reader. However she eventually hit a barrier and her progression stalled. School weren't bothered as she was still ahead of expected for her age but I, who listened to her read daily noticed problems. Specifically that she was guessing unfamiliar words which sometimes meant she completely misunderstood the meaning of the passage she'd just read.
I'd never helped a child learn to read before, so I did extensive research into how to help her and went back to basics of focusing on decoding unfamiliar words and eventually she flew.
Since DC1 was in reception the school has replaced their book scheme to one that's supposed to be more decodable.
I was eager to avoid the same problems occurring for DC2 and was optimistic that the new book scheme would mean decoding would be encouraged rather than guessing.
I was therefore surprised when the very first comment in DC's reading diary was 'DC has been encouraged to use the pictures to help guess unfamiliar words'.
All of the reading I did around the subject, when DC1 was learning suggests this is bad practice.
E.g. The Rose Report says:
"However, if beginner readers, for
example, are encouraged to infer from
pictures the word they have to decode
this may lead to their not realising that
they need to focus on the printed
word.They may, therefore, not use their
developing phonic knowledge. It may
also lead to diluting the focused
phonics teaching that is necessary for
securing accurate word reading.Thus,
where beginner readers are taught
habitually to infer the word they need
from pictures they are far less likely to
apply their developing phonic
knowledge and skills to print. During
the course of the review, several
examples were seen of beginners
being encouraged to infer from
pictures the word they did not
immediately recognise from the text."
I asked for a quick chat with the teacher who rang me at home. I explained that I was very happy with everything in reception so far but that I'd really prefer DC to be encouraged to decode unfamiliar words and not guess. She thought I was trying to push for DC to have more complex books and spent some time telling me why she thought this would be detrimental. I clarified that I definitely was not pushing for harder material and in fact would have preferred an easier, decodable book.
I said I wasn't expecting any changes to the way the class is taught as a whole, but wanted DD to have books she could decode with her current knowledge (which I'm happy to provide if they don't have enough) and to be encouraged not to use alternative methods until she was secure in her decoding.
Teacher then spent some time telling me the importance of using other methods as some children struggle with phonics and it helps them and that it's important for children to learn through repetition and using other cues aswell as decoding.
This is where I'm worried I overstepped the mark as I said that I appreciate what you're saying but all my research suggests otherwise, which I know must be really annoying to be told as a professional by someone who is not a professional in that area.
I said I'm happy to provide all my references which the teacher said she didn't need.
Ultimately, all I wanted was for my DC to become secure in her decoding before other methods are used, so as not to confuse her.
Teacher has now agreed to this with DD, but I'm feeling so guilty and anxious about having said anything in the first place.
I should have kept my mouth shut and just focussed on decoding at home and let them do their own thing at school.
Do you think there's anything I can do to improve matters and reassure the teacher that I'm not going to be a PITA parent all year?