Learning to read is one of the most important life skills teachers can help a child develop. Teaching reading is a vital part of a career in the classroom and engaging with the range of different learning styles children have is a real challenge. Trainee teachers need to learn how to address this variety of learning needs, and also meet the wider demands of the curriculum. Margaret Perkins helps students meet these challenges to become a confident, reflective teacher of reading by providing: * An in-depth explanation of phonics teaching alongside other teaching approaches, empowering trainees to choose the right approach for each individual child * Key research findings so students can apply the latest thinking to their teaching practice* School-based activities and independent learning tasks to help apply theory to practice, and develop teaching skills through self-reflection * Classroom scenarios of teacher-child interactions that demonstrate how children learn and respond to different teaching strategies.

Teaching Systematic Synthetic Phonics: Subject Knowledge and Progression

Teaching Systematic Synthetic Phonics: Subject Knowledge and Progression

Chapter objectives

At the end of this chapter you should:

  • understand why systematic synthetic phonics (SSP) is the current policy and understand the research which underpins and critiques that view
  • know the terminology associated with systematic synthetic phonics
  • know the grapheme–phoneme correspondences common in the English written language
  • know about blending and segmenting
  • be aware of the expected progression in systematic synthetic phonics and be able to relate that to children’s experiences of print
  • have considered elements of analytic phonics and how that relates to the teaching of reading.


The 2014 National Curriculum identifies two aspects of reading which need to be taught: word reading and comprehension. It states that different kinds of teaching are needed ...

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