Despite the phonics programme's aim to empower young, would-be readers and writers, there remains unease that it will derail some children's progress towards becoming literate. Yet, this needn't occur if practitioners adhere to the principles of good practice.
The Rose Report, Independent Review of the Teaching of Early Reading, rightly recognised that a child must be proficient in the use of language before beginning to read. Children are motivated to use and extend their language through exciting and meaningful experiences, which should include endless opportunities for quality role-play in contexts supported by unobtrusive and knowledgeable adults.
To become readers, children must want to learn to read, and they will only want to read if they have enjoyed rich literary experiences.
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