Since 2016, at least 1 in 4 children in England have been unable to read at the expected level by age 11. In contrast, Ireland, where phonics is taught as part of a broader and more flexible approach, consistently achieves top reading outcomes. In 2018, only around 12% of pupils in the Republic of Ireland were working below the level of basic literacy.
https://www.teachingtimes.com/what-lies-beneath-irelands-success-in-reading-literacy

The core issue is that all children need to connect speech sounds, spelling, and meaning in order to enter the self-teaching phase, which facilitates word mapping mastery. This mastery then supports reading comprehension, as cognitive resources are freed up and attention is no longer focused on slow and effortful single-word reading. Some children reach this stage without any formal phonics instruction, while others need very little support if they have strong phonemic awareness. It is also essential that children want to read. Preventing difficulties early is vital, as most children do not enjoy reading if they find it difficult or if they are not engaged by the material.

When a government mandates a single framework, at least 1 in 4 children are likely to be failed within neurodiverse classrooms. This happened when whole language approaches were mandated, and it is happening again under prescriptive synthetic phonics models. These frameworks and assessments are designed for the average learner and often overlook the wide range of learning needs in real classrooms.

The 10-Day Speech Sound Play Plan helps ensure that, regardless of how a school teaches reading and spelling, children are far less likely to become instructional casualties. It develops speech sound awareness and prepares children to connect spoken language to print, providing the essential foundation for entering the self-teaching phase.

During Word Mapping Mastery training, Miss Emma shows teachers how to support all children in reaching this phase and how to recognise when they are there. At that point, they have developed ‘reading brains’, and the priority becomes helping them find material they will love. Reading for meaning and pleasure changes lives. Reading matters! Most of reading is aquired via implicit learning, and that happens best when children choose to read.