Debbie Hepplewhite's Phonics Intervention Blog

[Debbie_Hepplewhite]

[Debbie_Hepplewhite]

With all the developments in England's scenario, I'm being approached by many teachers and headteachers to talk about my phonics programmes and to describe their similarities and differences.

To support with explanations, Carl Pattison suggested we provide a video of a discussion about my rationale and the differences between 'No Nonsense Phonics' (Raintree) and my online 'Phonics International' programmes:

https://www.youtube.com/watch?v=rhWS7e7RiV8


And here is more information comparing NNP, PI and my Floppy's Phonics (Oxford University Press) programmes:

https://phonicsinternational.com/forum/ ... php?t=1156


Here is some background via The Naked Emperor about developments in England and the resurgence of interest in systematic synthetic phonics (SSP) programmes:

https://debbiehepplewhite.com/no-3-the- ... blication/

[Debbie_Hepplewhite]

We've had some really important developments in England for the teaching of foundational literacy.

The Department for Education (DfE) and Minister of State for School Standards, Nick Gibb, have published a new 'reading framework' today (10th July 2021) along with the latest list of newly DfE-validated 'Systematic Synthetic Phonics' programmes.

I describe my personal response after many years of campaigning in this field for evidence-informed reading instruction to these significant developments:

https://debbiehepplewhite.com/no-4-10th ... -literacy/

[Debbie_Hepplewhite]

At the time of posting this recorded webinar, Nick Gibb has been replaced by Robin Walker as Minister for School Standards in England, and the Department for Education has re-opened the 'validation' process for evaluating 'Systematic Synthetic Phonics' programmes and training.

There are some concerns, however, that this is leading to a formula for judging programmes and provision based on a couple of very specific phonics programmes without taking into account the design and guidance (the differences) of other programmes and training.

This is resulting in teachers panicking about their provision of cumulative, decodable reading books to the point of throwing out perfectly good quality reading book schemes along with a narrow allocation of reading books without taking into account the individual needs, progress and potential of children. This ranges from whether they need extra practice with simpler books - perhaps 'lagging behind' the code formally introduced in the class - to precocious children who, for reading, are readily self-teaching and racing ahead of their peers with their reading but are still appropriately placed for their phonics provision alongside their peers for spelling purposes:

Abigail Steel and I put forward our worries about the DfE micromanaging schools' provision and programme design and training:

https://www.youtube.com/watch?v=sWqlujD-m-c&t=290s

This short document explains the situation - the danger of being too pedantic about the use of 'exactly matched' decodable reading books (to the code in the systematic phonics programme) versus 'what does every child as an individual need for their reading skill and capacity to read':


https://phonicsinternational.com/wp-con ... bility.pdf

[Debbie_Hepplewhite]

Dr Kathryn Garforth contributed to the very important Right to Read inquiry in Ontario, Canada.

As part of her work, Kathryn generously invites guests to join her in recorded discussions. The recording below is the second discussion we shared in April 2022 - this time linking the Right to Read inquiry findings and recommendations with my contribution of Food for Thought regarding evaluation of phonics programmes and practices:

https://right2readinitiative.com/food-f ... t-phonics/