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
What does research suggest about the relationship between phonics instruction and reading comprehension in the long term?
Answer: Strong decoding skills developed through phonics support reading comprehension as texts become more complex
Research consistently shows that strong foundational decoding skills enable pupils to read increasingly complex texts fluently, which in turn supports comprehension development.
Which assessment is used in Year 2 for pupils who did not meet the standard in the Year 1 Phonics Screening Check?
Answer: The Year 1 Phonics Screening Check (retaken in Year 2)
Pupils who do not meet the standard in Year 1 retake the same Phonics Screening Check in Year 2 — there is no separate Year 2 version of the check.
A parent asks why their child cannot use pictures to help read unknown words. What is the most accurate SSP-based response?
Answer: Pictures can support meaning but phonics should be the first decoding strategy for unknown words
In SSP, phonics is the primary decoding strategy. Pictures can support comprehension and motivation but should not substitute for decoding unfamiliar words.
What is a 'phonologically regular' word in the context of phonics teaching?
Answer: A word where the grapheme-phoneme correspondences follow patterns that have been taught
A phonologically regular word is one that can be fully decoded using grapheme-phoneme correspondences the pupil has been taught, making it suitable for decodable reading materials.
According to the DfE Reading Framework, how should schools respond when pupils fall behind in phonics?
Answer: Provide targeted, keep-up support using the same SSP programme
The DfE Reading Framework emphasises 'keep up not catch up' — targeted, timely intervention using the same SSP programme to prevent pupils from falling further behind.
What is the significance of Phase 5 in the Letters and Sounds framework?
Answer: Pupils learn alternative graphemes for phonemes already taught and begin to develop reading fluency
Phase 5 introduces alternative graphemes for phonemes pupils already know (e.g., 'ai', 'ay', 'a_e' all representing /eɪ/) and builds towards reading fluency and automaticity.