Literacy Instruction
Early Years Learning @ LNPS
‘Although the construction of meaning is the ultimate aim of reading, reading is built on the ability to swiftly and accurately translate printed symbols into their spoken equivalents’
(Gunning, 2006, p.117).
While the English language system is difficult and complex, many words follow systematic rules and most words have some regular letter-sound relationships that assist with reading. The alternative to learning the alphabetic code is to learn every word by sight: this quickly taxes the memory of early readers. Some children do begin to read by memorising words by sight, but very quickly the burden on the memory is so great that the reading process stalls and confused parents and teachers wonder what happened to the child who could read last year but cannot this year!
Given this complexity of the English language, it is important that letter-sound knowledge is introduced systematically to ensure that all the patterns are taught. Phonics is the understanding that there is a predictable relationship between the individual sounds (the phonemes) of spoken language and the letters (graphemes). Phonics involves recognising the relationship between letters and sounds and is an integral part of learning to read, write and spell.
Evidence supports the use of a systematic, synthetic phonics approach in the initial phase of beginning reading instruction. Initial phonics instruction is supported by practice with decodable texts.
Synthetic Phonics - The term ‘synthetic’ refers to the process of synthesising, or blending, individual sounds together.
At LNPS, starting Term 1 2020, Reception to Year 2 classes will begin implementing a synthetic phonics approach through a program called InitiaLit.
InitiaLit is an evidence-based whole-class literacy program providing all children with the essential core knowledge and strong foundations to become successful readers and writers. The three-year program, covering the first three years of school (Reception to Year 2) provides strong foundations in reading and writing, in the hope that fewer children will fall behind and require more intensive intervention.
InitiaLit will become an Early Years reading program that incorporates a synthetic approach to the teaching of phonics alongside a rich literature and vocabulary component. It will ensure that there is consistent instruction across classrooms in a year level. This approach will ensure our students are exposed to the best literacy instruction focussing on vocabulary, oral language and comprehension through quality children’s literature.
As this is a new approach for us, more infomartion will be going home in Term 1 2020, after we have completed our intensive training. Please contact Mirjana via email if you have any further questions.
Mirjana