How right Linda Pound is when she states that the time has come to say 'enuf is enuf' and stop accommodating ever- sillier policy requirements ('In my view', 30 March).
It is the judgement of the majority of early years educators, based on sound research and pedagogical experience, that the formal teaching of synthetic phonics to very young children is unnecessary or counter- productive.
I am tired of returning to battles that belong in the late 19th century, when 'synthetic' phonics were forced on children in the early primary years and failed masses of my parents' and grandparents' generations. Do phonics fanatics not read history? Do they not learn anything from the illiteracy figures uncovered by WWI recruitment? Or from genealogy research?
We should say no to synthetics. Say no because some very young readers have already sorted out phonemic and graphic relationships for themselves. Say no because phonics isn't first - it has to build on the big picture about communication, talk, stories and books. Say no because the English language requires considerable direct word recognition - for example, the rules for spelling variants number more than 166, plus quite a lot of exceptions! Say no because in 2006 we should be using the insights into analytic phonics provided by modern linguistics. Say no because this isn't about the well-being of children and families, but a promotion of the agenda of some very reactionary groups and individuals. Say no because this is about populist, cheap, quick-fix pseudo-solutions for deep-seated social and economic inequalities. Say no because the lifelong pleasures and emancipatory power of reading are too important to be jeopardised by dangerous, poorly thought-out interventions in the Foundation Stage.
* Marian Whitehead, early years consultant, Norwich
