A recent investigation by ITV Wales News has uncovered a troubling trend in the Welsh education system: thousands of children across Wales struggle to read.
The root of the issue lies in the teaching methods used for reading. The Welsh Government promotes a technique called “cueing.” This approach is less structured and assumes that children will learn to read naturally, regardless of the circumstances.
In contrast, England employs phonics to teach reading. This method breaks words down into sounds, helping children recognize and use different sounds in various words.
Estyn, the organization responsible for inspecting schools in Wales, praises cueing in its reports. However, the Welsh Government’s push for both cueing and phonics creates confusion for students.
It is surprising that such a situation persists in Wales. The ineffective teaching methods are well known, yet children are still required to learn in this way.
The situation is even more alarming given that, in 2012, Estyn reported that one in five children were starting secondary school “functionally illiterate.” That was over a decade ago, and concerns about teaching methods have only intensified since then.
Recent PISA tests, which assess global education systems, reveal that Welsh reading scores have fallen to their lowest levels ever. Wales now lags significantly behind other parts of the UK. England ranked 13th globally for reading, while a separate international study, PIRLS, placed English children fourth out of 43 countries.
This success is largely due to a careful approach to teaching, particularly the use of phonics. It is crucial for children to receive a strong foundation in reading, writing, math, and science to ensure their future success.
Without these essential skills, children will face lifelong challenges. This not only affects their individual lives but also has broader implications for the economy and increases the likelihood of various issues later in life.
Moreover, it is unfair to teachers, who are compelled to use ineffective methods that hinder their students’ progress. A change is necessary, and it needs to happen urgently.
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