Letters: Any funny phonics?

Colleagues in Northern Ireland have taken into account what we know ofhow young children learn in their approach to early reading. Children inNorthern Ireland do not embark on a structured phonics programme beforethey are five, nor are they expected to learn in ways that conflict withthe principles that underpin the EYFS guidance. Speech and languagetherapists have contributed their expertise, and staff build onchildren's individual speech patterns, interests and their existingknowledge of language.

Apart from the philosophical and pedagogical difficulties, it is hard tosee how any systematic phonics programme can be implemented in England,for very practical reasons. No amount of training in phonemic awarenesswill change the proportion of children at this age who are not yet ableto discriminate some sounds, or articulate clearly for biologicalreasons. Differing admissions patterns, and parents' rights to choosewhen to take their entitlement to 15, and then 20, hours of free earlyyears provision will inevitably result in changing groups of childrenwho need flexible rather than rigid timetabling.