Phonics Play
With the publication of the Rose Review in March
2006, clear recommendations about the teaching of early reading were put in
place. To many, this was warmly welcomed as there had reportedly been some
confusion as to what schools should be covering in regards to reading at EYFS.
A success criteria was now to be followed by all schools.
Firstly, the teaching of phonics was to be the main vehicle for children to learn to read. Children should start learning to read using this method by age 5. Although it is recommended for children aged younger than 5 years old be involved in pre-reading activities (usually Phonics Phase 1 based) to be prepare them for phonics work when the start at primary school. Furthermore, it was deemed that phonics should be systematically taught across the school and based within a rich language curriculum that encourages reading, writing, and speaking and listening skills.
This method encourages a multisensory approach to the teaching of phonics wherein children learn using a variety a techniques, ranging from singing, making shapes with their fingers in the air, use of pictures, acting and playing games. Computing also applies to this multisensory approach as seen with such popular use of websites in schools as Phonics Play.
Firstly, the teaching of phonics was to be the main vehicle for children to learn to read. Children should start learning to read using this method by age 5. Although it is recommended for children aged younger than 5 years old be involved in pre-reading activities (usually Phonics Phase 1 based) to be prepare them for phonics work when the start at primary school. Furthermore, it was deemed that phonics should be systematically taught across the school and based within a rich language curriculum that encourages reading, writing, and speaking and listening skills.
This method encourages a multisensory approach to the teaching of phonics wherein children learn using a variety a techniques, ranging from singing, making shapes with their fingers in the air, use of pictures, acting and playing games. Computing also applies to this multisensory approach as seen with such popular use of websites in schools as Phonics Play.
According to the Phonics Play website, one in five UK primary schools subscribe to them, and many more around the world. Phonics Play is categorised by the various phonic phases, it is easy to use and very child friendly. Nearly every activity is presented as a game and some are incorporated into formal phonic lessons in schools. It can be used on computers as well as mobile devices and tablets in the form of an app.
These apps are equally easy to use and navigate around. They seem to have been designed with parents in mind who may be curious as to how phonics is taught and may want to get involved in the learning experience with their child at home. The games available as an app are the same games that can be accessed on the computers at school, and each is catered to encourage the user to practise a particular phonic skill. Overall, whether in school or at home, Phonics Play is perhaps the most accessible online educational resource when teaching phonics; it is easy to use, very child-friendly in terms of navigation, has a nice variety of activities for children to explore and, most importantly, as observed on EYFS placement, its activities are presented as games and children find them fun.