What Children Are Expected to Do When Reading and Spelling

The DfE expects word mapping as the strategy to help children decode and spell (encode) all words throughout the day, in all year groups.

All primary teachers are expected to be able to identify which letters are graphemes and their sound (phoneme) value for all words. So doing this for ‘How and why to do a sugar detox’ would pose no problem, right?
 

National guidance defines early word reading and spelling in terms of the relationship between spoken sounds and written letters. This framing applies to all words, including those often described in classroom practice as ‘tricky’ or irregular, where correspondences may be less transparent but still require coordination between phonemes and graphemes.

The Reading Framework states: “Understanding that the letters on the page represent the sounds in spoken words underpins successful word reading. Pupils’ knowledge of the English alphabetic code, how letters or groups of letters represent the sounds of the language, supports their reading and spelling.” (Department for Education, 2023)

The same document further states: “This guidance explains why teachers themselves also need to understand the alphabetic code: evidence supports the key role of phonic knowledge and skills in early reading and spelling.” (Department for Education, 2023)
 

In reading, pupils are taught to decode by identifying graphemes in written words from left to right, saying the corresponding phonemes, and blending those phonemes to say the whole word (Department for Education, 2023, p. 47). In spelling, pupils are taught to say a word clearly, segment it into phonemes, and select graphemes to represent each phoneme in writing (Department for Education, Writing Framework, 2025, p. 41).

Statutory spelling guidance further states that teachers should draw pupils’ attention to grapheme–phoneme correspondences that both do and do not fit with what has been taught so far (Department for Education, Spelling Framework, p. 75).

In this context, the alphabetic code refers to the system of correspondences between phonemes in spoken language and graphemes in written English. The Reading Framework further notes that “the number of graphemes in a word usually corresponds to the number of phonemes” (Department for Education, 2023, p. 41).

I use the phrase word mapping because many now equate phonics with synthetic phonics programmes. Yet these programmes typically teach around 100 to 120 correspondences, and the Phonics Screening Check has assessed around 90 since 2012. Yes, I have analysed every test.

The reality is that there are over 300 correspondences. The DfE expects teachers to extend programmes and apply phonics to all words, in all year groups, so that children continue to learn correspondences that have not yet been taught. So there is a clear gap between what programmes teach and the code knowledge needed to read and spell words in KS1 and KS2, let alone KS3 and KS4.

This may help explain why passing the PSC has not led to sustained improvements in reading outcomes since 2016. For a decade, around 1 in 4 children has not met the expected standard in reading and spelling at the end of primary school (DfE, 2024).

One reason may be that people assume these programmes provide sufficient support for every child to become a fluent reader. That assumption is understandable, as guidance states: “A complete programme is one that provides all that is essential to teach SSP to children in the reception and key stage 1 years of mainstream primary schools, up to or beyond the standards expected by the national curriculum, and
provides sufficient support for them to become fluent readers.”
https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation?

But if only a section of the code is explicitly taught, how can this happen? For 1 in 4 it does not. They do not move from mastery of the core code to fluent reading with comprehension, or accurate spelling. Reading for pleasure has also declined.

Another assumption is that children are taught “the sounds of each letter”. This comes directly from DfE messaging:

“What is phonics? Through phonics children are taught how to recognise the sounds that each individual letter makes, identify the sounds that different combinations of letters make, such as ‘sh’ or ‘oo’, and blend these sounds together from left to right to make a word. Children can then use this knowledge to decode new words that they hear or see.”
https://educationhub.blog.gov.uk/2023/10/everything-you-need-to-know-about-phonics-in-schools/

Some may take this at face value if they do not realise that English has an opaque orthography. The letter a, for example, has at least 9 sound values, and skilled readers readers use them automatically in context: and, any, also, another, water, was, orange, scary, father.

To show the sound value clearly, I use IPA symbols: ænd, ɛni, ɔːlsəʊ, ənʌðə, wɔːtə, wɒz, ɒrɪnʤ, skeəri, fɑːðə.

How can all children be supported to map all words? 

If a phonics programmes cover only around a third of the correspondences children may need to read and write texts, even in the early years, then it may be time to look more closely at the code that is not being taught and consider why they aren’t moving towards orthographic mapping with ease, and how we can show which letters are graphemes and their sound value in ways every child can understand, even without adult support.
 

Especially as at least 1 in 4 children in England (and the USA and Australia) are not making the shift to self-teaching through statistical learning. In England teachers are mandated to support word mapping throughout the day. No whole word memorisation allowed!

And how, in practice, do teachers have the time to map all the words every child needs throughout the day?

Many children do not want help. They want to be shown the code so they can continue independently.

So we have developed a system to support everyone. It does not require teachers to change how they teach phonics, although the PRE will show how, and support the transition towards greater inclusion. But, for now, simply show the code for every word of English. Add ‘Word
Mapping’.
 

If children have good phonemic awareness they will instantly bond the speech sounds, spelling and meaning in the brain’s word bank. Use it for spelling lists if used. Dyslexic? Print off the mapped word and do The Spelling Routine. That sequence stores the word in the orthographic lexicon and addresses underlying phonemic awareness challenges.

Try the word mapping mastery tech with words your child or pupil can’t decode or spell without help. It will also help adults understand English orthography and the language of orthographic mapping.

Training and support options will launch shortly, along with Phonics Reform England (PRE): Making Phonics Work for Every Child.

Emma Hartnell-Baker 
"Miss Emma"
The Neurodivergent Reading Whisperer®
MEd SEN | Doctoral Researcher | Innovate UK Winner | Creator of MyWordz® with Phonemies® and MySpeekie® one-screen AAC | Our Word Mapping Mastery® tech orthographically maps ALL words to Show the Code with the Code Overlay

Word Mapping Mastery® for Dyslexia: Book coming soon!