Structured Synthetic Phonics
Research consistently shows that systematic synthetic phonics (SSP) is the most effective approach for teaching early reading. For pupils with SEND, the structure and explicitness of SSP is particularly beneficial.
Effective phonics teaching follows a clear sequence, introduces grapheme-phoneme correspondences (GPCs) systematically, and provides extensive practice in blending and segmenting. Most schools use validated SSP programmes such as Little Wandle Letters and Sounds Revised, Read Write Inc., or Sounds-Write.
For pupils who find phonics difficult, the answer is not different phonics but more systematic, more explicit, and more multi-sensory phonics teaching.
Multi-Sensory Phonics Teaching
Multi-sensory approaches strengthen memory for sounds and letters by engaging multiple pathways in the brain. For each grapheme-phoneme correspondence, pupils should:
- See it: Visual representation of the grapheme (letter or digraph)
- Hear it: The phoneme spoken clearly and repeatedly
- Say it: Practise articulating the sound
- Write it: Form the letters while saying the sound
- Do it: Use actions, gestures or movements linked to sounds
Physical manipulation of magnetic letters, tracing letters in sand or on textured surfaces, and incorporating movement all strengthen learning for pupils with SEND.
Overlearning and Consolidation
Pupils with SEND often need significantly more practice than their peers to secure phonics knowledge. Overlearning strategies include:
- Daily phonics sessions with high levels of repetition
- Additional short practice sessions (keep-up sessions) for pupils falling behind
- Frequent revisiting of previously taught GPCs
- Multiple opportunities to read and spell words containing target sounds
- Games and activities providing low-stakes practice
- Flashcard practice for rapid sound recognition
Some pupils may need to spend longer on each phase of a phonics programme. This is not failure; it is responsive teaching.
Decodable Texts
Pupils must practise reading books that are closely matched to their phonics knowledge. Decodable books contain only GPCs the pupil has been taught, allowing them to apply their phonics skills successfully.
For pupils with SEND:
- Use fully decodable books matched precisely to taught GPCs
- Allow pupils to read the same decodable book multiple times to build fluency
- Pre-teach any tricky words before reading
- Use books with clear, uncluttered layouts and consistent fonts
- Consider books with reduced text per page
- Celebrate successful decoding, not speed
Do not move to books with more complex GPCs until earlier patterns are secure.
Segmenting and Blending Support
Blending sounds to read words and segmenting words to spell them are core phonics skills. Many pupils with SEND need explicit teaching and extensive practice with these processes.
Supporting Blending
- Use sound buttons or lines under each grapheme
- Model blending slowly, then more quickly
- Use blending boards or phoneme frames
- Practise oral blending without text first
- Encourage pupils to hold the first sound while adding the next
Supporting Segmenting
- Use phoneme frames or Elkonin boxes
- Model segmenting aloud with clear articulation
- Count phonemes on fingers
- Use counters to represent each phoneme
- Say the word, then segment it slowly
Visual Supports
Visual aids support phonics learning:
- Sound mats with all taught GPCs
- Alphabet friezes with clear letter formation
- Grapheme-phoneme charts for reference
- Visual mnemonics for tricky letters
- Colour-coding for vowels and consonants
- Flashcards for rapid recognition
- Tricky word walls
- Phase-specific sound charts
- Picture cues for letter sounds
- Letter formation guides
- Phoneme fingers for counting sounds
- Blending boards or phoneme frames
Keep visual supports uncluttered and introduce them gradually to avoid overwhelming pupils.
Letter Formation
Teaching letter formation alongside sound recognition strengthens the connection between phonemes and graphemes:
- Teach correct letter formation from the start
- Model formation repeatedly
- Use verbal cues during letter writing ("down, up, round")
- Practise large movements (air writing, whiteboard) before small
- Use textured letters for tracing
- Provide wide writing lines initially
- Offer pencil grips if needed
- Link letter formation to the phoneme (say the sound while writing)
Keep-Up, Not Catch-Up
The most effective intervention for phonics is preventing pupils from falling behind in the first place. Implement a keep-up model:
- Identify pupils who need additional support after every lesson
- Provide immediate, same-day intervention
- Use the same systematic programme as whole-class teaching
- Keep sessions short and focused (10-15 minutes)
- Ensure high success rates through appropriate pitch
- Track progress closely and adjust support
Waiting until pupils have fallen significantly behind before intervening makes the gap harder to close.
Alternatives to Traditional Recording
Some pupils can segment and blend sounds orally but struggle to write them. Separate phonics knowledge from writing demands by:
- Using magnetic letters to build words
- Selecting correct graphemes from options
- Pointing to sounds on a sound mat
- Oral responses rather than written
- Dictating to an adult scribe
- Using technology (typing, voice recording)
- Reduced quantity of written work
Focus assessment on phonics knowledge, not handwriting quality or stamina.
Building Confidence and Motivation
Phonics can be frustrating for pupils who progress slowly. Maintain motivation by:
- Celebrating small steps of progress
- Providing immediate positive feedback
- Using games to practise skills
- Varying activities within sessions
- Ensuring high success rates
- Avoiding comparisons with peers
- Tracking progress visually (charts, stickers)
- Building reading stamina gradually
Every child can learn to read given systematic teaching, sufficient time, and appropriate support.