Most schools rely on parents to teach children to read.
No! I can already anticipate the angry response as teachers explain that they run weekly or bi-weekly group reading sessions and daily discrete phonics sessions…
It will make me horribly unpopular to say it but still I stand by my original claim.
I have spent too many hours on the TES early years and primary forums where teachers discuss their practice to be entirely ignorant. I’ve also read the interminable Mumsnet discussions in which mums compare notes on how much their children read at school. Mums with kids at all sorts of schools join in. There are voices from urban and rural schools. Some of their kids go to schools with mainly middle class intake others underprivileged. Ofsted outstanding and special measures are both frequently discussed. The standard system for reading instruction reflects my own knowledge of schools local to me. In most schools (there are exceptions) all sustained reading practice is done at home.
The middle of the road average model is a Reception or Yr1 child doing two group reading sessions a week and then reading alone with the teacher maybe once a month. In group reading sessions the children take turns to read a few sentences and follow on as others in the group read. Lots of the time is taken discussing the meaning of the text (which is great) but it means a child may only read a handful of sentences a week in this way.
What about the discrete phonics sessions? I am all for teaching reading through synthetic phonics but the vast majority of schools use ‘mixed methods’ which marginalises the use of phonic decoding when reading. This means that phonics sessions are tacked on top of contradictory ‘mixed methods’ instruction that is used when actually reading books. Phonics decoding requires scanning words left to right without guessing before you reach the end of the word. However, when given reading books the child is taught to let their eyes dart about looking for cues from context, picture, word shape or initial letter. This means they don’t tend get sustained practice applying their phonic knowledge to sound out words especially as the most popular reading books are written to encourage guessing rather than being written to allow practice of incrementally more difficult phonics knowledge. Add to this that if schools follow the good practice videos for phonics instruction issued by Ofsted, most phonics sessions will involve delightful games that may be engaging but contain little sustained practice.
I have asked myself what a child can most afford to miss, a handful of sentences and words a week at school or the sustained practice a majority get at home? The answer is clear but uncomfortable. In fact it is line with what the teachers are telling us parents themselves. At my son’s yrR curriculum meeting the teacher showed us a chart of the progress of last year’s class in reading. This was plotted against how frequently their parents had listened to them reading at home in the evening. As she pointed out to us all the conclusion is inescapable. If you want to get your child reading you’ve got to do the reading books at home.
The system is wrong and makes me very cross. I am told in every school newsletter about the delightful, engaging activities my kid is getting up to at school. There is almost a profligacy in the use of time. A numeracy session in which each child gets to throw a dice twice so manages only two calculations in half an hour. An hour of forest school a week. Phonics through parachute games. There is a cost to this indulgence but it is played out behind closed doors. In the family home the experience is a tad less joyful as the parent returns, often dog tired, from a day at work or is wrung out from a day with a fractious toddler. They prepare the meal for the children and then with determination that can only be summoned because they know their child’s future depends on it (they’ve been shown the chart) they coax, bribe and sometimes (to their own shame) threaten the tired child to read. Sure, often it is fun, sometimes delightful but often it is a struggle and that is normal. You are a lucky parent if necessary daily routines always match the child’s inclination.
Before you presume this is a gripe by a lazy mum, I taught my son to read before he even went to school and I would read with him whatever happened at school. I am actually more cross because there is a greater cost to relying on parents to teach reading. There will always be parents that don’t read with their child. It is wrong that schools farm out their core purpose to parents and then wring their hands when children don’t learn to read, blaming their home environment or the child themselves. Learning to read needs lots and lots of practice as my son’s yrR teacher knew full well. It is the job of schools to teach reading. If there is not enough time then teaching approaches and curriculum priorities have to change to make more time. I absolutely don’t blame individual teachers, they are trained in and required to follow standard practices. It is those practices I question. My children aren’t going to suffer. In fact they benefit because of the advantage I can give them and that is wrong – plain wrong. Children should be able to learn to read at school. It is a minimum entitlement and a top priority.