In a recent blog post, What is Structured Synthetic Phonics (SSP)?, we delved into how SSP provides a clear and structured pathway for developing literacy skills in students. But why is SSP particularly crucial for Primary Education to get right?

Building a strong foundation

Primary education is a critical period for literacy development. Children who get off to a poor start in literacy rarely catch up (Adams, 1990). Moreover, early literacy experiences are not just foundational but predictive of future academic success. Students who continue to engage in reading result in stronger engagement and higher achievement across all aspects of schooling (Ivey, 2014). Conversely, early reading difficulties can lead to a cycle of reduced motivation and academic underachievement (Katzier et al., 2009). Cognitive science researchers indicate 95% of children can learn to read when they are taught using explicit and evidence-based approaches (Hempenstall, 2013). However, in 2023 NAPLAN reading results for Year 3, 5, and 7 indicate over 258,000 Australian students did not meet a strong reading proficiency standard, representing approximately 20-30% of each cohort achieving below expectations (Australian Curriculum, Assessment and Reporting Authority, 2023). Moreover, the actual number of struggling readers is likely to be higher as 4-5% of each cohort who choose not to participate in NAPLAN testing are likely to also identify as struggling readers (Five from Five & LDA, 2024). 

SSP instruction is not limited to simple phoneme-grapheme correspondences and therefore requires teaching to continue across students’ Primary Education years. English is a morphophonemic language with a complex orthography where spelling patterns are governed by morphological and phonological structures (Scarborough & Brady, 2002). Comprehensive SSP approaches such as PLD transition from initial simple phonic code instruction to multisyllabic words with common morphemes explicitly and systematically taught. 

Enhancing reading fluency and comprehension

Reading is multidimensional, drawing on a range of cognitive and linguistic skills. The Simple View of Reading (Gough & Tunmer, 1986) is a theoretical framework that highlights the dual importance of word reading and language comprehension in reading success. 

Image from ‘Models of Reading’ on Reading Rockets, retrieved from here.

SSP instruction in word reading aids students in becoming fluent readers through repeated practice and exposure of taught phonic concepts building fast and automatic reading. This, in turn, allocates more cognitive resources available to understand the text (NRP, 2000). While SSP effectively develops word reading capabilities, it is essential to concurrently build students’ language comprehension skills to support their ability to comprehend text (Smith et al., 2021). PLD’s comprehensive approach ensures that both phonic knowledge and oral language abilities are developed simultaneously throughout their Primary Education.

Supporting Inclusive Practices

Inclusive education ensures that every student, regardless of their abilities or backgrounds, engages fully with learning alongside their peers (UN, 2016). Differentiation is key to addressing the varied literacy needs of students, who each bring unique backgrounds, skills, and abilities to the classroom (Graham, 2020). SSP is crucial in this context, ensuring all learners, regardless of their abilities can learn to read and write. Differentiation requires teachers to proactively plan for varied approaches to what and how students learn (Graham, 2020). PLD’s targeted teaching approach allows for this tailored differentiated instruction, ensuring that students who need more support receive focused and intensive instruction in concepts taught within the classroom.

Empowering teachers with highly effective strategies

SSP provides educators with a robust, evidence-based framework for literacy instruction. Research indicates that effective teaching and early intervention can result in significant improvement in oral language and literacy skills in all children and those who are at risk or vulnerable for reading difficulties (Buckingham et al., 2013). PLD’s resources empower teachers to deliver lessons that are structured, sequential, and impactful, fostering consistency across the school and leading to improved educational outcomes for all. 

Laying the groundwork for lifelong learning

Literacy is the gateway to lifelong learning and opportunities. In today’s highly competitive market low reading proficiency is no longer sufficient for the demands of the workplace (Leone et al., 2005). Therefore, Primary Educators play a key role in setting a solid foundation for continuous learning and personal growth by instilling strong reading and writing capabilities early on.

Reference List:

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.

Australian Curriculum, Assessment and Reporting Authority. (2023). NAPLAN national results. Retrieved from Australian Curriculum, Assessment and Reporting Authority: https://www.acara.edu.au/reporting/national‐report‐on‐schooling‐in‐australia/naplan‐ national‐results

Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57(3), 190–213.

Five from Five and Learning Difficulties Australia. (2024). Reading Pledge. Retrieved from: https://fivefromfive.com.au/reading-pledge-2024/

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

Graham, L. (2020). Inclusive education for the 21st century: Theory, policy, and practice. Allen & Unwin.

Hempenstall, K. (2013). What is the place for national assessment in the prevention and resolution of reading difficulties? Australian Journal of Learning Difficulties, 18(2), 105–121.

Ivey, G. (2014). The social side of engaged reading for young adolescents. The Reading Teacher, 68(3), 165–171.

Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261–276.

Leone, P., Krezmien, M., Mason-Williams, L., & Meisel, S. (2005). Organizing and delivering empirically based literacy instruction to incarcerated youth. Exceptionality, 13, 89–102.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development.

Scarborough, H. S., & Brady, S. (2002). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. Journal of Literacy Research, 34(3), 299–336.

Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214–240.

United Nations Committee on the Rights of Persons with Disabilities. (2016). Committee on the Rights of Persons with Disabilities. United Nations.