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Wednesday stream 4 Session 14.00 - 15.40 Length 25 minutes
Sue Palmer and Rea Reason
The University of Manchester s.palmer@man.ac.uk
Abstract
Within the NLS framework, the Progression in Phonics materials for whole class teaching specify a sequence of knowledge and skills to be learnt by children in Key Stage 1. The checklists, developed by the present authors, reflect steps four to seven in this sequence and consist of blocks of words and non-words that require children to blend and segment the specified progression of phoneme-grapheme correspondences. As dyslexia is regarded as severe and persistent difficulties with accurate and fluent word reading and spelling, the checklists enable teachers to notice individual differences at an early stage and adjust their teaching accordingly. Our research investigates to what extent children in Year 1 meet the expected targets. In particular, it examines individual differences in terms of strategies and achievements. Results show considerable individual variation: some children complete the checklists with little difficulty; for some later steps are easier than earlier targets; some children show marked difficulties with blending. The early use of semantic strategies, e.g. 'fog' becomes /frog/ and 'jup' becomes /jump/, are discussed in terms of the connectionist model of reading.
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