Another day, another page of decoding research!

Our enquiry team have been burying ourselves in literary research to try to tackle our question:


What is the impact of teaching decoding strategies to children who are currently not meeting age expected attainment?

(Yr 1 and Reception)

What is the impact of teaching decoding strategies to children who are higher attaining?


We know that there are a variety of reasons why a pupil may not be reaching age related expectations, from visual processing issues, low phonological awareness, living below the poverty line or being a learner of English of an Additional Language. Another factor is the child’s ability to access their working memory to store the sounds they are seeing and say them out loud.

For nursery, there are children who are ready to begin decoding, as ‘research has shown that teaching decoding strategies in reading is the best way to educate our youth.’ (Guenin, L., 2017).

We want to teach our children to hold the most salient sound in their working memory, to decode the rest of the word and then say the word in its entirety.

Some decoding strategies that we have found and will attempt to teach to our focus children are as follows:

Nursery – Shake of the day and work on mega blocks.

Reception – Sound-symbol relationship.

Year 1 – Reading buddy posters and Elkonin box.

We are optimistic that these strategies will have a positive impact on the focus children as the more they can decode and become familiar with sounds the more confidence there will be in their reading.

We look forward to seeing how we can help our little bookworms to continue to improve!