We all know that reading opens the door to all learning.
A child who reads a lot will become a good reader.
A good reader will be able to read challenging material.
A child who reads challenging material is a child who will learn.
The more a child learns the more a child wants to find out.
It is, therefore, vital that your child finds learning to read and write a rewarding and successful experience.
The Read Write Inc. programme is for primary school children learning to read.
It enables every child to become a confident and fluent reader at the first attempt. Every child who completes Read Write Inc. learns to read fluently and confidently.
The Read Write Inc. programme is also used with great success to support children of all ages who have been identified as dyslexic.
The reading teacher is guided from the very beginning to help the children become confident and fluent readers (the first time they learn).
Children are assessed so they work with children at the same level. This allows them to take a full part in all lessons.
They work in pairs so that they:
Read as many stories to your child as you can. Traditional tales, stories from other cultures, poetry, their favourite story – talk about the stories with them.
Explain the meaning of new words. Most importantly though, show the fun that can be gained by listening to stories.
What you read to your child today, they will be able to read for themselves very soon.
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance.
Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.