Reading & Phonics

“The best literature has a power that goes beyond words. Literature is too important to restrict to those who can read [in conventional ways].” Grove, N (2005)  

Our approach to reading and phonics at TWOA needs to reflect the needs and abilities of our children. These vary widely. Many access reading at a very sensory level. Others are fluent readers and able to access age-appropriate literature. The majority experience significant barriers to reading which may result from their physical disabilities or their ability to process and memorize information. For our AAC users or for those that struggle to process spoken language, (whether symbols, letters or words written in conventional ways) being able to read is an essential part of their means to communicate.

For these reasons, we need to consider carefully what we mean by reading. Our definition needs to be broader than conventional definitions. Our approach needs to be more inclusive than conventional approaches.

Learning to ‘read’, (however this is defined) is fundamental. It is a key medium through which we find out new things, interact with others or experience things we may not have the chance to experience in real life. It is essential for our mental health and has a profound effect on our well-being.  

Reading conventionally, (or even unconventionally) is a highly complex process and a difficult skill to develop as it contains many strands which need to be both specifically taught and developed simultaneously.

Supporting our children to access the world of reading and literature, be seen as, see themselves as, and become, ‘readers’ is as much of a challenge for us as it is for them. It is nonetheless, the essence of a truly inclusive reading curriculum and one we must continually strive to achieve.  

We know that to give our children the best chances of success, we need a whole-school approach that is consistent year on year and allows our children to build their skills in systematic and familiar ways.

We have therefore developed our own phonics scheme – the TWOA Phonics Scheme, which factors in the needs and abilities of all our children, appeals to a much broader age range than conventional phonics schemes and focuses on developing auditory skills and other foundational learning skills that are essential for learning in general. Our intention is that it offers opportunity for those children who may be cognitively able to read in more conventional ways regardless of how they present to the outside world whilst at the same time, offering meaningful and engaging skill development for those for whom this is too complex a process.

Our phonics scheme is new and a work in progress. It is under constant review but is has been thoughtfully and carefully crafted, designed around the body of evidence that supports the teaching of reading through SSP as well as many years of experience gained from ‘what works’ with children with a typical TWOA profile.

Click here to find out more information about our approach to Reading and Phonics at TWOA.