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A Focus on Phonics
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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: This case study examines a Lesson Study approach to phonics instruction in a mainstream infant school, focusing on three Year 1 pupils with Special Educational Needs and Disabilities (SEND). The study aimed to improve inclusive literacy teaching by reducing cognitive load and supporting clearer task focus.
Aims: The research sought to strengthen phonetic skills and explore how collaborative teacher planning could enhance strategies for learners with SEND.
Methods: Lesson Study was used as a professional development model, involving cycles of joint planning, observation and review. Initial story-based phonics and Colourful Semantics were trialled, followed by a simplified two-step approach using Fred fingers and contextual sentence writing.
Findings: Systematic modelling and consistent routines improved phonics outcomes. The two-step strategy was most effective, increasing engagement and independence. Colourful Semantics showed potential but was initially too complex for this early stage of the children's learning. Teacher collaboration was critical to finding appropriate and effective approaches.
Implications: The study highlights the importance of structured phonics teaching and clear, single-focus tasks, particularly for learners who may overlook the central element of a task, as explained by central coherence theory. Consistent routines and collaborative planning foster inclusion and confidence, supporting educators to adapt teaching to individual needs.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), phonics teaching, central coherence theory, teacher collaboration, observation