Flexible Phonics: A Complementary 'Next Generation' Approach for Teaching Early Reading

Autor/inn/en	Boldrini, Greta; Fox, Amy C.; Savage, Robert S.
Titel	Flexible Phonics: A Complementary 'Next Generation' Approach for Teaching Early Reading
Quelle	In: Literacy, 57 (2023) 1, S.72-86 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savage, Robert S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12308
Schlagwörter	Phonics; Reading Instruction; Early Reading; Preschool Children; Preschool Education; Intervention; Foreign Countries; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Leseunterricht; Frühlesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We describe the rationale for- and content of- a freely available, novel, theoretically driven and evidence-based approach to improving the teaching of word reading in reception classrooms called 'Flexible Phonics'. Flexible Phonics (FP) adds measurable value to-, rather than wholly replacing, existing synthetic phonics programmes. The rationale underpinning the FP approach concerns the need for multi-componential, maximally efficient, and truly generative approaches to allow early independence in reading for all children that apply to all words in the opaque spelling system of English. Building from these three principles, contemporary reading theory and evidence from cognitive science, linguistics and scaled educational implementation research, FP embodies a 5-element intervention differentiated to children's current attainment levels. FP augments mandated synthetic phonics through use of quality real books allowing 'Direct Mapping' of taught grapheme-phoneme correspondences, targeted oral vocabulary teaching, strategy-instruction on 'Set-for-Variability' and targeted preventative intervention for the most at-risk readers to then access wider FP content. Implications for policy and enhanced professional practice in English schools are considered. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01