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Adaptive Phonics Teaching: A focus on children with autistic traits
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on the barriers that children with autistic traits encounter when engaging with phonics teaching. These barriers include session length, structure, and response to the term'phonics' itself. This action research was conducted in a Key Stage 1 classroom, and it explored how phonics teaching could be adapted to better support the focus group children.
Aims: The research aimed to identify the specific barriers to phonics engagement for children with possible or diagnosed autism and to trial adaptive strategies that could enhance their participation and learning outcomes.
Methods: The study followed two action research cycles. In Cycle 1, data were collected through staff questionnaires, pupil interviews, and classroom observations. In Cycle 2, three adapted phonics sessions - each 10 minutes long and delivered through games, videos, or story reading - were trialled with one child. Observations focused on engagement and emotional regulation.
Findings: Children reported finding phonics 'boring', with writing being a particular barrier. Staff confidence in adapting phonics varied. The adapted sessions were more successful when they avoided the term 'phonics', were short and focussed, and aligned with the child's interests.
Implications: The outcomes of this study underline the potential for adaptive teaching strategies in enhancing literacy for children with autism. Other educators may find value in tailoring instructional practices to meet the specific needs of learners with similar traits. The insights gained may advocate for further exploration of adaptive phonics methods and encourage reflective practice among teachers working with diverse learners. Limitations in the study's data and methodology invite consideration for broader applications and further research in this area.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), autism, phonics, adaptive teaching