A few hours

17th October 1997 at 01:00
It was encouraging to learn, from Kathy Sylva and Jane Hurry's research (TES, October 3), of further evidence that a mere seven hours of work on phonological awareness in key stage 1 has a lasting impact on the reading skills of socially disadvantaged children - not far short, in fact, of the impact of 50 hours of Reading Recovery.

It is not correct, though, to say that phonological training is not used regularly in any schools, or that we need to develop teaching programme in this area. Oxford Reading Tree's Rhyme and Analogy strand, Jo Wilson's PAT materials, and Sound Beginnings all provide phonological awareness programmes which are easy to use in the classroom.

The work of adapting the lessons from research into teaching strategies has already been done - what is needed now is for the National Literacy Programme to make sure that phonological awareness is part of the group work within the literacy hour for all children who have difficulty in learning to read and spell.


Log-in as an existing print or digital subscriber

Forgotten your subscriber ID?


To access this content and the full TES archive, subscribe now.

View subscriber offers


Get TES online and delivered to your door – for less than the price of a coffee

Save 33% off the cover price with this great subscription offer. Every copy delivered to your door by first-class post, plus full access to TES online and the TES app for just £1.90 per week.
Subscribers also enjoy a range of fantastic offers and benefits worth over £270:

  • Discounts off TES Institute courses
  • Access over 200,000 articles in the TES online archive
  • Free Tastecard membership worth £79.99
  • Discounts with Zipcar, Buyagift.com, Virgin Wines and other partners
Order your low-cost subscription today