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Analytic Phonics

This is an example of 'pseudo phonics' - the 'phonics' you teach
when you don't agree with teaching phonics.

Except from "Reading Through Tears" Byron Harrison & Jean Clyde
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In Analytic Phonics, the child is encouraged to read/guess/predict their way through a story, and then one word in the story is selected for analysis into its sound components.

But this arbitrary selection of a word to be analysed;
a) doesn't necessarily allow the child to build up from simple to complex phonic tasks;
b) doesn't necessarily provide sufficient practice for every sound and every combination of letters;
c) doesn't necessarily automate the phonic processing as does traditional phonics;
d) doesn’t necessarily gradually build up from easy sounds to those more complex letters which have a variety of sounds (e.g. the sound of the letter ‘a’ in the words ‘at’, ‘all’ and ‘ace’);
e) doesn't present sufficient number of these sounds in an ordered sequence within stories to provide practice.

Analytic phonic skills are therefore learned in a relatively haphazard manner. Traditional Phonic learning is accumulative, and teachers are able to test and find a solid 'starting point' on which further learning can be built. The teacher who relies on Analytic Phonics has no such structure and can never be sure how and where to begin if confronted, for example, by a child with a 2 year deficit in reading performance.

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