Why is FongyPhonics Important?

FongyPhonics encourages students to decode throughout the series. In whole-word memorisation reading schemes, decoding becomes redundant which checks the success rate of the student. FongyPhonics controls the text to give a high success rate in decoding so that the phonics attack skills learnt are for life. Phonological awareness, so important in reading, does not develop from some of the reading schemes on the market. Indeed, many schemes offer brightly coloured pictures which, as research shows, hinder rather than enhance children's reading.

Many teachers feel uncomfortable teaching phonics. Ofsted in 1996 found that in 45 London primary schools;

  1. phonics teaching was relatively rare
  2. if it did occur it only concentrated in initial letter sounds
  3. there was no systematic teaching of phonic knowledge and phonics activities were ill planned and superficial
  4. too often phonics teaching made its appearance as a last resort to help children with reading difficulties.
  5. Teachers lacked adequate training in how to teach phonics.
    FongyPhonics gives the teacher/parent/adult systematic help in a structured way. Scientific research shows that learning to read is not a natural learning process. Unlike speech development, learning to read is a skill that must be taught because skilled readers need to attend to every letter in each word, which is what FongyPhonics teaches. As Tizard ( 1998) points out many children on leaving nursery school think that reading is telling a story about the picture and it is not the print that is read. Fongy Phonics dispels this idea. By using intensive phonics for early reading instruction the individual differences in students of academic ability, emotional maturity, socio-economic back ground and reading related disabilities are largely overcome.

Research shows that children taught to read in British primary schools in the year 2000 were being taught by methods which research shows are ineffective. FongyPhonics challenges the failed consensus of all the present approaches below that purport to teach a child to read:

  1. Whole-word, look and say, sight word learning all of which involve the memorisation of words as whole visual units.
  2. Language experience, integrated reading/writing approaches which involve the memorisation of personal sets of words used in individual writing activities.
  3. Shared book reading, paired reading, apprenticeship, whole language methods all of which use ordinary story books or reading scheme books where the student has to memorise the stories in whole books.

 Research ( Yates & Yates, 1993 ) has shown effective teaching is best conducted in:

  1. small sequential steps and avoiding large mental leaps.
  2. maintaining a relatively fast teaching pace so that the student wants to learn.
  3. provides continual practice at graduated levels of difficulty so that the student has relatively error-free experiences which, if they do occur, can be easily corrected through the phonics attack skills that have already been learnt.

 FongyPhonics does all the above.

Learning to read is the most important task of early childhood. Success or failure in this skill has a profound effect on the future of every child. All parents, indeed all of us, should be concerned that the methods used to teach this crucial skill are the best possible.

FongyPhonics is based on the findings of the most up to date experimental research on beginning reading instruction. Research points decisively to the need for direct teaching of certain skills in order to produce maximum reading success. An examination of how children are taught to read in English in primary schools reveals a large discrepancy between the methods currently used and those which research demonstrates are the most effective.

The consequences of this alarming gap between reading research and teaching practice are seen in the rising number of school children who are failing to learn how to read. The FongyPhonics books provide for the first time answers to these questions.

The 2010 league tables for England's primary schools show the nearly 1 in 10 of those that reported their results is performing below the government's new benchmark for a failing school. The new target requires that at least 60% of each school's 11 year olds must reach Level 4 in English and Maths. (Level 4 being the expected standard for all pupils.)

In some areas, I in 7 boys start secondary schools with a reading age below that of a 9 year old. Overall around 18,000 boys failed to get above Level 2- the expected standard for 7 year olds.

FongyPhonics tackles this problem.