Phonics and Early Reading Flashcards
6 cards from real QTS practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Phonics and Early Reading flashcards as text
At what stage should pupils in England begin systematic synthetic phonics instruction?
Answer: At the beginning of Reception (age 4-5)
The DfE expects SSP instruction to begin as soon as pupils start Reception, typically at age 4-5, building a strong foundation for reading from the outset.
What is the role of 'oral blending and segmenting' in early phonics?
Answer: It builds the habit of working with phonemes before applying this to print
Oral blending and segmenting develops the phonemic manipulation skills children need before applying them to graphemes and print, strengthening the foundation for reading and spelling.
Which of the following best describes a 'phoneme frame' teaching tool?
Answer: A template with boxes to help pupils segment words into phonemes for spelling
A phoneme frame is a practical tool with segmented boxes into which pupils write graphemes to represent each phoneme in a word, supporting spelling and segmenting skills.
In SSP, what does it mean to 'apply phonics as the first approach' to an unknown word?
Answer: Attempt to decode the word by its grapheme-phoneme correspondences before using other strategies
Applying phonics first means pupils attempt to decode unknown words by sounding out graphemes before using context or other strategies, embedding the habit of systematic decoding.
What is 'fluency' in the context of reading development, and why is it important?
Answer: Reading accurately and at an appropriate pace, freeing up cognitive resources for comprehension
Fluency — accurate, appropriately paced reading — is important because it reduces the cognitive load of decoding, allowing mental resources to be directed towards comprehension.
Which of the following is a key principle of an effective SSP programme according to Ofsted?
Answer: A precisely sequenced, incremental progression of GPCs from simple to complex
Ofsted and the DfE identify a carefully sequenced, incremental approach to GPCs — starting with simple, high-frequency correspondences — as central to an effective SSP programme.