The Government should review guidance and funding arrangements for teaching reading, which currently focus on Systematic, Synthetic Phonics (SSP) teaching programmes. We believe teachers should be supported to teach a structured, cumulative and multi sensory approach and a range of strategies.
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We believe that the current use by many schools of Systematic, Synthetic Phonics (SSP) teaching programmes does not meet the need of all students, and in particular those with dyslexia.
Onset-rime, syllable and rhythm based instructional approaches taught alongside phonics, could help enable those with reading difficulties to learn to read. Poor reading prevents children accessing the school curriculum and has a lifelong impact, significantly narrowing future work and life choices.