What to expect at different ages
Ages 7-8 (Lower Primary): Children should recognise individual sounds in simple words and blend them to read or spell (e.g., “c-a-t” = “cat”). They begin to understand digraphs like “sh” and “ch.” This is the age where there is the biggest discrepancy between class members.
Ages 9-10 (Upper Primary): Phonics skills expand to include decoding longer words, recognising more complex patterns, and understanding syllable structures. By this point, most are comfortable with Phonics, and those who are still struggling will require additional support.
Ages 11-13 (Lower Secondary): While phonics instruction tapers off, students should apply these skills automatically for fluent reading and spelling.
Ages 14-16 (Upper Secondary): Phonics knowledge should be fully integrated, supporting advanced literacy tasks like analysing unfamiliar vocabulary or writing academic essays.
Implications (in class and at home)
Children with weak phonics skills may struggle to decode words, leading to slow and inaccurate reading. This can hinder comprehension and reduce confidence in literacy. At home, difficulties with phonics can make reading a frustrating activity and impact progress in spelling and writing tasks.
Implications of a low score in our test
A low score in phonological awareness tests suggests difficulty with decoding skills, which can affect both reading fluency and spelling accuracy. Addressing these gaps is essential for building foundational literacy.