Teenage and Adult Dyslexics

Recommended links for student teachers and NQTs X      

The failure to teach phonics explicitly, systematically and as the sole decoding strategy, in the early years of primary school, has had serious long-term, negative consequences for vast numbers of secondary students. This includes many who are academically able and scored above the expected level / standard in the 'end of primary' Reading test. Secondary teacher Heather Fearn explains, ''Reading failure is endemic. I would estimate that about a third of my A level students have noticeable issues with word level reading that significantly impact upon their progress in history at A level..At secondary school we should be giving students more complex texts to build their vocabularies and reading stamina. However, the research is pretty clear about when difficulties need to be identified if children are to overcome them – way back in year 1. The research is also pretty clear about what it is that struggling readers lack – a grasp of the alphabetic principle that they are able to apply fluently when reading.''

X Reading failure? What reading failure?

''It's my observation that too many of the top students who ace every benchmark and state test can't handle multisyllabic words. The issue of illiteracy in secondary school flies so under the radar and that must change'' (Teacher. Twitter)

The KS2 Reading SAT, taken in the final year of primary school, is a language comprehension (English vocabulary) test. In 2019, only 73% of pupils reached the expected standard in the KS2 Reading SAT. A primary SENCo pointed out that both the old (pre-2016, SATs were graded using levels) and the new Reading SATs ''focus heavily on vocabulary knowledge and inference, not accurate word reading''.

Why can’t children read… Dickens?

''The most significant barrier to comprehension of written texts is that of reading fluency. Too many students in secondary schools simply cannot decode quickly enough to read effortlessly. Anything that occupies our attention reduces our capacity to think and, if some of our limited cognitive resources are being used to blend graphemes into phonemes, then we’ll have fewer resources with which to consider meaning'' (David Didau)

''What our data shows us is that the SAT reading level is in reality no reliable indicator of reading ability. In other words, transferring to secondary school with the expected level 4b [now a score of 100+] does not mean that you are a competent reader''. Furthermore, ''Research demonstrates that less than half of ‘poor readers’ (reading age under 8) are identified on secondary SEN registers – with the result that they fall further behind and leave school functionally illiterate, having received no help'' (Mary Meredith.blog 30/10/14)

''Decoding skills were assessed with the Single Word Reading Test (SWRT). The SWRT involves reading aloud a series of words that are graded in difficulty'' p2.
Rates of decoding difficulties in English secondary state schools 2011. p3.
Year 7 - 16.9% attained a reading standard score below 85
Year 10 - 20% attained a reading standard score below 85
Year 11- 16%  attained a reading standard score below 85

Statistics in this paper show the lack of phonics decoding / spelling ability in US pupils, grades 1-10.
''Yet, poor reading achievement in the United States continues to be a persistent problem. Numerous research findings have suggested that too few children are acquiring the decoding and fluent reading skills necessary to become competent readers. We propose that one reason for these poor outcomes is the preponderance of initial reading programs that fail to provide students with adequate phonics knowledge''

Every year a significant percentage of children start secondary school with, at best, the reading skills of an average seven-year-old**. ''At the age of 14, 63% of white working-class boys (a euphemism since most of them are jobless like Bulldog) and more than half of the black Caribbean boys have a reading age of seven or less'' (Harriet Sergeant.Fixing Broken Britain) Few will receive anything in the way of evidence-based remedial teaching at this stage of their education even though, ''Ensuring that as many children as possible are able to 'read to learn' is not a responsibility that ends when children leave primary school'' (Rose 2009 p108).

''A teacher trainer in Australia was telling me the other day that his secondary cohort were amazed to go back and find that many of their students couldn't segment and blend CVCC, CCVC and CCVCC words, such as 'mist', 'stop' and 'grand'' (John Walker.Twitter 2019)

**2010: One in 11 boys in England - one in seven in some areas - starts secondary school with, at best, the reading skills of an average seven-year-old.

Michaela Community School (http://mcsbrent.co.uk/) is a state secondary free School in Wembley (an area of high deprivation), London. In 2017 it received its first Ofsted inspection and was awarded 'Outstanding' in every category. About a third of their pupils start in Y7 with reading ages below chronological age, some by 4 or 5 years. By Y9 not a single child reads below their chronological age. This remarkable turnaround is achieved by the combination of a synthetic phonics intervention (Ruth Miskin's Fresh Start), lots of reading in class (for example: each science lesson, pupils encounter over 1,000 words of scientific prose pitched to GCSE, A Level and beyond), and the least able readers stay for 30 minutes after school every day for Reading Club. The SENCo does not use the dyslexia label, saying that it is unscientific and reduces potential.

Michaela school's SENCo describes in detail how the school gets all of its pupils reading at or above chronological age by Y9: https://tabularasaeducation.wordpress.com/2015/01/17/reading/
''Once you have your reading age results, get all the pupils with a reading age below their chronological age to do a decoding test''

''If students do not leave school reading well, it is not because of their genes, their social and economic background, or the 'bell curve'; it is because we, the teaching profession, have failed to deliver'' (Murphy. Thinking Reading p30)

Secondary English teachers are very unlikely to have received training in teaching the essential phonics decoding component of reading. English teacher David Didau observes, ''As long as kids pick [decoding] up in Year 1 or 2, they’ll be fine. Problems arise if they arrive a secondary school without being able to do this with much facility as most of us secondary trained English teachers lack the training or time to do much about it'' (http://learningspy.co.uk/2012/02/29/the-teaching-of-reading/)

Mr.Bunker wishes he'd received some positive and practical synthetic phonics training as part of his secondary English PGCE course in 2011: ''Despite being an English teacher, I consider my knowledge of phonics teaching to be incredibly poor. We didn’t actually learn about it at Uni, we were just made aware that teaching reading through phonics completely undermines the nature of ‘meaning’. We read a lot about this as well – a lot of Literature supporting the same point. Yes, we knew a lot about why Synthetic Phonics was wrong, without really being told what it was or how it is used in Primary Schools'' (https://mrbunkeredu.wordpress.com/2015/01/06/things-i-wish-theyd-told-me/)

English teacher and author Phil Beadle once won a Teacher of the Year award but he is, ''a very angry man, because he knows that the teaching profession is letting down countless numbers of children. He knows that he was never trained how to help children who couldn’t read in secondary school. Just give them a word puzzle and sit them in the corner. Send them off to the special needs rooms to fill in more word puzzles. Send them to the restart room or sin bin when they kick off. Oh, and give them a word puzzle. Not my job to teach them how to read, that’s what primaries are for. This used to be the same attitude in primaries where junior teachers were concerned. If they haven’t learned in the infants they must be special needs or it's their parents fault'' (Shadwell.Teaching: the fourth factor)

''There is often an expectation in secondary schools that if students haven't learned to read well by the time they begin Year 7, it's probably indicative of a lack of ability, or a disability'' (Murphy. Thinking Reading p72)

Journalist Harriet Sergeant wrote, ''I have spent the past nine months interviewing youngsters who are now on the streets or in and out of prison because no one taught them to read and write between the crucial ages of five and seven. And no one, in seven subsequent years of education (most dropped out of school at around 14) addressed the problem. One young man explained: “For my first two years of secondary school, I was in the top sets for maths and science, but rubbish at everything else because of my lack of literacy. That kills you in every subject. Even in maths you need to read the question'' (Sunday Times. 08/02/09)

''The secondary curriculum isn't made up of high frequency words. A year 8 who can't decode, even one with a decent sight vocabulary, is likely to flounder'' (Tricia Millar. Twitter)

When a secondary school lacks staff with expertise in teaching basic literacy skills, students with reading difficulties will often be set to work on computers with 'remedial phonics' software installed. Using a computer as a phonics tutor is, as Dr.Philip MacMillan explains, unlikely to help them. ''Computers are fine for practice but if your students have still not acquired facility with phonological analysis and synthesis by age 11/12 then you might be better off using a competent adult who can direct attention to the articulatory process and how it relates to reading. It will also help establish connections between letters and sounds if writing (by hand) is a part of the process. The kinaesthetic activity involved in writing integrates visual, oral and aural activities, keyboarding is less effective as it uses a different part of the brain and is less fine grained. In those with significant difficulties learning is best mediated by another more competent human being as a large component of learning involves social processes..We all lip read when listening to speech if the face is visible and in circumstances where there is ambiguity in the incoming speech signal lip reading will assist with extracting the sounds. In those with undeveloped phonological analysis, for whatever reason, there needs to be as many sources of input as possible, a disembodied voice will provide less information than a human face visible to the listener. I have yet to meet a computer that can respond to the mood state of the individual and attempt to alter it, a perceptive human will do just this and amend how they respond accordingly'' (EP. P.MacMillan SENCo forum 8/2/13)

One of many actual trials showing that technology does not improve and often harms attainment:
'A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills'

If your child is already at the secondary stage it will be more difficult to undo the damage from faulty or missing phonics instruction. ''Older poor readers have the same basic problems as younger poor readers and need to learn the same skills. Their problems, however, are complicated by years of frustration and failure'' (Hall/Moats p213) They suffer from 'The Matthew Effect', from the biblical verse in St. Matthew 25:29: "For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath", which can be summarized as, "The rich get richer, and the poor get poorer." Early development of reading skills leads to faster rates of skill improvement with the result that the disparity between more skilled and less skilled readers widens over time.

Disregard any person (or *organisation) who suggests that children will have been ''phonicked up to the eyeballs'' by the time they enter secondary school and therefore, if they are still struggling to read and spell, they need ''something completely different (from synthetic phonics)''. Most primary schools are still using multi-cue decoding methods in the classroom and for intervention - see primary school options
*For example: the government funded EEF says that ''children aged 10 or above who have not succeeded using phonics approaches previously require a different approach''. The TES reported that the Driver Youth Trust ''...a literacy charity specialising in dyslexia, says the focus on phonics has shut down discussion on alternatives for those children for whom phonics proves ineffective. “Phonics does not work for every learner” (examples provided by Debbie Hepplewhite)

''If a child can speak they can learn phonics'' (Prof. Kilpatrick. LD Aus.)

X Gordon Askew writes about the role of phonics in 'catch up'
''I am often asked about the role of phonics in 'catch up'...Phonics is the basic mechanism of all reading...There are no reliable alternatives''

''Phonics is the only game in town'' (John Walker)

Down to practicalities: if you are the desperate parent or carer of a teenager struggling with reading and spelling and you want to do something effective about it (assuming that the teenager is willing), first assess their ability to accurately decode pseudo-words, their alphabet code knowledge and spelling -use the free tests here (scroll down). The vast majority of poor readers of all ages have big gaps in their knowledge of the alphabet code, especially the advanced code and struggle with reading and spelling multi-syllable words. In addition, struggling readers are prone to guessing whilst reading, using a mixture of inefficient strategies. These unhelpful strategies are the result of past teaching methods (see- mixed methods) and need to be replaced by a phonics only, left to right, all-through-the-word decoding reflex. An intensive, remedial programme which rapidly and systematically teaches the English Alphabet Code along with decoding and encoding skills, is likely to be necessary. You may decide to take this on yourself. Use a programme suitable for older children/teenagers from Resources. If the task seems overwhelming then a specialist reading tutor who uses an advanced synthetic/linguistic phonics intervention programme could be the answer - see Choosing a remedial tutor.

Older Teens and Adults:

Back in 2008, Phil Beadle taught a class of illiterate adults for the Channel 4 TV programme series 'Can't Read Can't Write', using a self-devised phonics programme, with advice from 'dyslexia' and reading specialists. He was scathing about the government's adult literacy provision: “At present, the provision for people who can’t read at all is a series of activities for the mentally deficient; they say it’s all about balance. Speaking and listening doesn’t help you decode the building blocks. They don’t need speaking and listening. They need the code. These people have huge barriers to overcome just to get to the class. The Entry 1 materials are designed for people who can only read a tiny bit. In the first module, phonics appears on page 14 and teaches the “sh” sound. It appears 16 times before they reach that point. The materials are illogical and incompetent. **A proper Adult Literacy programme desperately needs to be written, and made statutory” (RRF newsletter 61)

**2019. The Education and Training Foundation now offers CPD in ''a proper Adult Literacy programme'':
 'Approaches to the teaching of phonics post-16' Entry Level.

The almost universal assumption that older teenagers and adults would find phonics-based literacy classes 'infantile' and boring, was tested back in 2008. A small project, using synthetic phonics with adults, was set up by the 'National Research and Development Council for Adult Literacy and Numeracy' because, as they acknowledged, ''The research base for knowing how to improve the teaching of adult literacy is markedly deficient'' (Burton et al intro.) Despite the fact that the project was done with small groups, rather than one-to-one, and the DfE's primary school phonics programme, Letters and Sounds (for 4-7yr.olds), was used (see Resources for programmes and training suitable for adults), synthetic phonics proved to be a huge success with teachers and learners alike. ''The learners (mainly Entry 1-3) made significant progress in reading comprehension and spelling'', and ''This progress was achieved in a very short time (on average..between five and six sessions)'' (Burton et al p9)

''Phonics isn't just baby stuff'' (Debbie Hepplewhite)

X ''If a student leaves secondary school unable to [decode] it is the school’s fault''

X 5 things every new (secondary) teacher should know about reading

On Reading: ''The great scandal continues, and our multi-billion pound education system continues to churn out tens of thousands of students every year who cannot read or write adequately. What the educators and the sponsors, by and large, do not seem to understand is what it is like to be fourteen and unable to read''

X How to help secondary pupils with reading and writing complex words

7 Misconceptions About Teaching Adolescents to Read

I haven’t got my glasses: the adult literacy challenge

Stanovich: Romance and Reality extracts

Report: Using Phonics International as an intervention in a secondary school.

Why phonics for older teens and adults?

Phonics for adult functional skills. Six pitfalls and how to avoid them

Jim Curran's conference talk on using synthetic phonics at secondary level.

“Wasted Lives” - Jim Curran
A view of Education in Northern Ireland

23% of 16-18 year olds and 17% of 19-24 year olds are at the lowest levels (Entry Levels & Level 1) of literacy: Entry Level 1 = NC 5-7 yr.olds. Entry Level 3 = NC 11 yr.olds. Level 1 =GCSE grades D to G

WASTED: The betrayal of white working class and black Caribbean boys. READ IT and weep.