Narrow Synthetic Phonics is not effective for teaching struggling young readers

Synthetic phonics teaches children to pronounce sounds in isolation before blending them into words. However, research suggests that it is failing many struggling young readers. This conclusion comes following a study led by UCL Institute of Education and Liverpool John Moores University (LJMU). Despite this, the government recently raised its target for Year 1 phonics screening success. It now expects 90 per cent of students to meet the standard, up from 84 per cent. Currently, only 80 per cent of pupils meet the standard.

Phonics instruction helps most children decode unfamiliar words and build fluency. However, rigid phonics routines can disadvantage those with learning difficulties such as dyslexia or ADHD. The study was published in Reading Research Quarterly. It challenges the Department for Education’s (DfE) insistence on synthetic phonics as the sole approach. Researchers argue that a more flexible, multi-component strategy is needed – one that prioritises motivation and confidence alongside decoding skills.

Lead author Professor Dominic Wyse (UCL Institute of Education) stated:

“England’s phonics orthodoxy is too inflexible to get the best outcomes for children with reading difficulties. We cannot persist with a one-size-fits-all approach that we know doesn’t work for all children.”

The research surveyed 133 teachers, headteachers, and special needs experts. It reviewed evidence on teaching children with moderate to severe reading difficulties. Findings revealed that while some teachers persist with synthetic phonics due to policy requirements, others adopt more adaptive methods. This includes using high-quality children’s books, engaging pupils’ interests, and integrating writing to support reading. Teachers expressed frustration that the official approach often undermines pupils’ enjoyment of reading.

Emma, senior lecturer in Psychology in Education at LJMU, emphasised the need for balance:

“While phonics works for many learning to read, some children don’t progress with just phonics instruction and teachers/specialist teachers need to be able to take a more balanced, individualised approach to meet the needs of children with reading difficulties. Importantly, we don’t want children with reading difficulties to disengage because they can’t respond to the instruction offered. We really need to foster reading engagement and motivation to read, and an individualised approach should aim to do this.”

The study also found little experimental evidence supporting the government’s narrow phonics focus. Researchers call for greater professional autonomy, more emphasis on comprehension and fluency, and the use of real books rather than solely decodable texts. Despite years of phonics-heavy instruction, around 25 per cent of pupils still fail to meet expected reading standards by the end of primary school.

This research underscores the limitations of a rigid phonics-first policy. While phonics is effective for many, it is not a universal solution. A more nuanced, evidence-based approach – one that combines phonics with strategies fostering motivation, comprehension, and engagement – is essential to prevent struggling readers from falling further behind. The challenge now lies in translating these findings into policy that empowers teachers to meet diverse learning needs.