Learning to read is like learning a code. The letters are the symbols for the code. If you know what the symbols mean you can understand the code. So if you know what sounds the letters make you can read the words.

Synthetic Phonics is a way of teaching children to read. The 'synthetic' part comes from the word 'synthesise', which means to put together. The Phonic part means that it it is to do with sounds. So when you learn to read using Synthetic Phonics you learn to put sounds together to read words.

The term 'Synthetic Phonics' began to be widely used after the publication of a study carried out in Clackmannanshire, in Scotland. Researchers from St Andrew's University found that one method of learning to read produced much better results than the other methods they looked at. This method was called Synthetic Phonics.

Why are the Sounds so important?

The sounds are taught as they are more useful than the letter names when learning to read.

When we say the alphabet we usually use the names of the letters – Ai, Bee, Cee etc. Letters also have sounds, and it is these sounds that letters use in words, for example /c/, /a/, /t/ not /Cee/, /Ai/, /Tee/.

Which sounds should they learn?

It is generally agreed that there are about 44 sounds that make up words in the English language. As there are only 26 letters in the alphabet there is obviously a problem – what symbols do we use for the other 18 sounds?

To overcome this problem, two letters are put together to make a new sound, like when a 'c' and a 'h' are next to each other they make the sound /ch/ as in the word 'chip' (/ch- i-p/ not /c-h-i-p/).

When two letters come together and make a different sound it is called a 'digraph'.

How does Synthetic Phonics work?

Children start by learning the sounds that letters make. As soon as they see a letter or digraph they should be able to say its sound. They then learn to blend (put together) these sounds to make words. When they can do this they are reading words.

All of the 'Synthetic Phonic' programmes have more or less the same set of sounds. There are a few small differences. Each programme has their own order for introducing the sounds, but as long as all the sounds are covered the order doesn't matter.

What should they read?

One of the principles of Synthetic Phonics is that a child should never be asked to read something that is too difficult for them, or that they do not have the skills to read. Start with small regular words. Regular words are words where the sounds the letters are making are the sounds that the child has been taught they make. These small regular words are often referred to as 'cvc' words. The term 'cvc' means consonant, vowel, consonant, like words like cat, dog, leg, pin, bus. Once children can read these they then move on to reading longer words, like cobweb, and words with digraphs in, like ship.

Why can't they just read anything?

If a child is asked to read something with words in that are too difficult for them they start to guess at the words. It can be very frustrating, and the child learns that reading is too difficult for them and that they have to have someone to help them read.

What books should they read?

There are now many books based on Synthetic Phonics. There are several reading schemes that are used in schools, all of which can be obtained from high street bookshops, or sometimes from the library. However, once they know their sounds, your child can have a go at reading any small regular words in books when you are reading together.

How quickly should they learn?

Children should be introduced to things gradually and their knowledge built up a step at a time. However the whole point of learning the sounds is to use them to read and write, so they need to be covered quite quickly. Most children are able to learn the sounds at the rate of one a day. They should also have started reading and writing small regular words during their first term at school.

What should I do if my child cannot learn the sounds that quickly?

Some children do take longer than others. It is no use trying to teach more and more sounds if they cannot remember the ones you have already covered. Keep practicing the ones your child does know and then add the other sounds gradually at a pace that your child can cope with.

English is not a completely regular language. This is why it takes longer to learn than some other languages. However it is not a completely irregular language, and it is easier to learn and recognise the patterns that are there, than it is to try and remember every word individually.

Is it just for reading?

A Synthetic Phonics approach should also benefit spelling and writing. As well as putting together the sounds to read words, the children should be taught to listen for the sounds in words so that they can spell them. If they can hear the sounds in a word and know the letter/s that make them they can have a go at writing the word.

Does this mean they will spell phonetically?

As with reading, children need to build up their knowledge of spelling gradually. To begin with, they will have learnt one way of writing a sound, so for example the sound /ee/ is learnt as two 'e' letters. Children just starting out will write the 'ee' spelling whenever they hear the /ee/ sound, for example they might write 'eet' instead of 'eat'.

As the other alternatives are introduced to the children, and they are shown which words use them, then their spelling should become 'correct'. Also as children read more, and see the words in their reading, they begin to learn and recognise which way words are spelt.

Where can I hear the sounds?

Check out the help and advice section of this website.

Why is this method better?

Children taught by Synthetic Phonics are being taught the code by which reading and writing work. This means they are being given the tools they will need to become independent readers and writers. If they do not understand how words are put together, and how to go about breaking the code so they can read a word, any unknown word is a mystery.

They might be able to think it looks like another word they know (although this is quite a complicated thought process that small children find very difficult, and of course they might be totally wrong). They might be able to guess the meaning of the word from the context of the other words about it, but they have no way of tackling the word themselves if they do not have this phonic knowledge. Imagine always having to ask, or wait to be told, what a new word in the book you are reading is.

My child is dyslexic/having trouble learning to read. Will Synthetic phonics help?

Children find it difficult to learn to read for a number of reasons. They may simply have a poor memory which makes it difficult for them to remember what they are taught. These children will find it difficult whatever method is used. Synthetic Phonics is the most straight forward and uncomplicated way that they can learn.

Children who are dyslexic usually stand out as their reading ability does not match with their abilities in other ways. Reading can be a slow and frustrating journey but because the system is logical and goes forward step by step they are usually successful using a Synthetic Phonics approach.

The book Toe-by-Toe by Keda Cowling has been successfully used for many years and can be ordered from any bookshop. More recently 'Sound Foundations' has brought out a range of books to help dyslexic children. This has been produced by Tom and Hilary Burkard who founded The Promethean Trust which works with dyslexic children and their families.

My child is a good reader how can Synthetic Phonics help?

If your child is a good reader, and has no problems, that is excellent and they may not need any further help. However, sometimes children who have been taught to read using other methods seem at first to be making good progress but then seem to stop. They usually have good memories and to begin with they learn the words quickly. As they progress though, the number of words they need to know increases, and eventually they slow down (usually around Year 2 or 3). They then find it difficult to move forward. These children have to be taught the code if they are to continue to make good progress with their reading, and cope with more difficult words.

They can be identified using a nonsense word test. Nonsense words are made up words, for example 'zam'. So the child will not have seen it and learnt it before. There are two nonsense word tests available to download from The Reading Reform website. As they have not seen the 'words' before they have to decode them to be able to read them. If they cannot do this, then teaching them the principles of Synthetic Phonics will make sure they continue to be good readers and make good progress. Using nonsense words is a good way to help these children.

Is it too late to teach my child Synthetic Phonics?

Whether it is a child or adult who wants to learn to read the information they need to know and the process they need to go through is exactly the same. However you would approach younger and older learners differently. Many children make dramatic gains in reading ability and confidence when taught by Synthetic Phonics having struggled for years with other methods.

Author: Sara Wernham

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What Is Synthetic Phonics? | The Clackmannanshire Experiment | The West Dunbartonshire Project | A Guide for Head Teachers | Phonics Can Be Fun | Synthetic Phonics Is Not Enough | Why Synthetic Phonics Is Wrong For Our Children | Enthusiasm Is The Key | Phonics Help & Advice

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