The Home Readers Gap

Getting to the point where children can move from blending single words to tackling a whole home reader can prove challenging. Our school came up with an easy and incredibly effective way for children to practice decoding at home before they’re ready for the challenge of home readers.

The Problem with Decodable Home Readers

My primary school follows a systematic, synthetic phonics approach in the early years. We teach 20 minutes of explicit phonics each day and use decodable books as our home readers. The books, like the one pictured below, are sent home with children to reinforce and apply their learning.

two pages of a decodable home reader "Kit and Dog" Kit and Dog, a decodable home reader.

The books are decodable and simple, but we came up against one big problem: they were just too hard for a 4 or 5-year-old who was new to blending. I asked myself:

If a child knows the sounds in the book and has started blending, what makes reading these books so hard?”


To explain this, I looked at working memory and cognitive overload. According to Cognitive Load Theory, our working memory is a “cognitive system with a limited capacity that is responsible for temporarily holding information available for processing” (Miyake, 1997.).

When the capacity of the working memory is exceeded”, cognitive overload occurs. “Once this happens, we are unlikely to be able to transfer the new information into our long-term memory. In essence, we learn very little.”

Sweller, 1988.

Working Memory in Action

When a child reads the word ‘shop’, having decoded ‘sh’ and ‘o’, their working memory holds onto these two pieces of information whilst they decode ‘p’. Then, their working memory blends all three pieces of information together to form ‘shop’. Sweller found that the average 5-6 year old can hold and manipulate two distinct items of information in their working memory – it’s already quite an ask to get a child to blend a three-sound word together.

Blending diagram of the word 'shop'

Now let’s think about the quantity of information, on top of decoding, we are expecting a child to process in one of ‘simple’ home readers:

home reader with comments


It’s a huge burden on a child’s working memory to cope with this quantity of information. No wonder they can experience cognitive overload when reading decodable books! Watch one of my 4-year-old students, who was new to blending, tackle this decodable home reader. At 25 seconds she tackles the word ‘sun’ – it’s the perfect example of a burdened working memory. She can’t easily and automatically remember the sound for the ‘u’ and ‘n’ so becomes overburdened with decoding, and all comprehension of what she has read goes out the window! She even physically shows the effort involved by collapsing onto the bed.


Our Solution: Bridging the Home Reader Gap with Reading Rings

What is a Reading Ring?

A Reading Ring is essentially a set of decodable words on a keyring – nothing fancy, but so effective!

reading-rings1-1
reading-rings2-1

Our idea was borne from a need to support those children who have started learning their letter sounds but weren’t ready for the demands on their working memory presented by decodable home readers. It might be that they are still learning the full set of letter sounds, or are not yet quick and automatic in blending.

We implemented the Reading Rings using words from Phase 2, splitting them into 3 sets (we follow the ‘Letters and Sounds’ order of sounds in Phonics Hero). The Reading Rings are divided into groups according to the order of sounds you use. They are:

Level
Playing With Sounds
Letters and Sounds
1
s, m, c, t, g, p, a, o
A) s, a, t, p
B) i, n, m, d
2
r, l, d, b, f, h, i, u
A) g, o, c, k
B) ck, e, u, r
3
v, w, y, z, j, n, k, e
A) h, b, f, l
B) ff, ll, ss

Download the free Reading Rings print-outs:


Along with a helpful set of instructions for parents here.


How it Works:

Each child receives a set dependent on our assessment data (you can use Phonics Hero’s free assessment tools in a Teacher Account), which includes their knowledge of sounds and ability to blend. Some sets have subsets; we labelled ours a, b, c, d etc. It’s unimportant if a child has set 3a or set 3d as they will still use words from the same group of sounds. This ensures children do not experience cognitive overload with the quantity of words and only practise a handful – not a bucket load!

We then sent the Reading Rings home, along with a laminated instruction sheet to show parents how these can be used to support their child’s reading development. Children whose assessments placed them beyond Reading Rings started on the home readers immediately.

Of course, our end-goal is for children to move on to reading a decodable home reader. However, there’s no fixed timescale. Children are usually ready once they are consistent at blending and can more or less blend any Phase 2 word. I’ve moved some children onto books after about four to five sets of the Reading Rings. Others are still on their first level or have only changed once or twice.

The Results

Although a little time-consuming to create and organise, the Reading Rings made a fantastic improvement in children’s enthusiasm and ability to blend. We have regularly heard many children ‘read’ throughout the week, and much more than if they had they been plodding painfully through a phonics book. The words themselves bring about conversations on vocabulary as well as consolidating children’s knowledge of the letter sounds.

“The Reading Rings were a great first step, getting my daughter (and me!) used to blending sounds and reading words. They were easy to have around and look at when we had a spare moment and my daughter found them fun to use.”

Lizzie Tomlinson, parent of Eleanor, aged 4

I do have one regret about the Reading Rings: I wish we had thought to use these with previous year groups!

Author: Stephanie Brighton

Stephanie has taught primary school for 13 years, with 11 of those in Reception (4-5 year olds). She is passionate about the Early Years approach to learning. A huge advocate for learning through play, Stephanie believes teachers work best with parents as partners. She strongly believes that supporting parents, so that they can be actively involved in their child’s phonics education, makes a huge impact on children’s progress.

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