^ Turner, Camilla (4 December 2017). "Reading standards in England are best in a generation, new international test results show". The Telegraph. Retrieved 11 December 2017. The international study of nine to ten year-olds’ reading ability in 50 countries showed that England has risen to joint 8th place in 2016, thanks to a statistically significant rise in our average score
In systematic or explicit phonics, students are taught the rules and the exceptions, they are not instructed to memorize words. Memorizing sight words and high frequency words has not been found to help fluency. Put Reading First adds that "although some readers may recognize words automatically in isolation or on a list, they may not read the same words fluently when the words appear in sentences in connected text. Instant or automatic word recognition is a necessary, but not sufficient, reading skill. Students who can read words in isolation quickly may not be able to automatically transfer this "speed and accuracy".
More recently, with the appointment of the academic Jean-Michel Blanquer as minister of education, the ministry created a science educational council chaired by Dehaene. This council openly supported phonics. On April 2018, the minister issued a set of four guiding documents for early teaching of reading and mathematics and a booklet detailing phonics recommendations. Teachers unions and a few educationalists were very critical of his stances, and classified his perspective as "traditionalist", trying to bring the debate to the political sphere. But Blanquer has openly declared that the so-called mixed approach is no serious choice.
In order to have a true understanding of the purpose and function of letters and letter sounds, children must understand how words are represented in print, or concept of word.5 This means they know that words are collections of letters that represent a series of speech sounds that collectively represent a unit of meaning. They need to understand that each new word is signified by a space that does not contain any letters. They need to understand that you can see a word as well as say a word.
Phonics instruction has a strong impact on the reading abilities of young children. Those receiving phonics instruction in the early grades (K-1) showed significant gains in their reading comprehension and spelling abilities and moderate growth in oral reading skills. Studies show that children in grades 2-6 also show growth in these areas, but theirs is not as considerable as that seen in primary grade students. At the upper grades, phonics instruction has a positive impact on the reading abilities of disabled, low achieving non-disabled students as well as those from low socio-economic backgrounds. These groups of children showed growth in their abilities to decode and spell new words. However, their reading comprehension skills were not affected by phonics instruction.
To understand the big picture, children must understand the alphabetic principle—how our English system of writing works. The alphabetic principle is simply that visual symbols (letters) represent speech sounds (phonemes). To write the spoken word “dog,” you use alphabetic symbols to represent the speech sounds. We can combine and recombine letter symbols to form words. As odd as it may sound, children can learn letters and even letter sounds in very rote ways without understanding the alphabetic system. When children do not understand the alphabetic principle, they may do the following:
Parents are consistently provided with a scope and sequence, lessons plans, and the ability to track their own child’s progress, making scores, assignments and assessments readily available at all times. With the ability to print these plans and assignments, parents can easily create a home-school portfolio, saving time and helping in the overall organization. Parental support is also given through our online forum where discussions and questions may be posted.
Historically, a range of less systematic approaches have been popular. Typically, these approaches do not have a clear scope or follow a sequence but instead address letter sounds only as they arise incidentally in interactions with children or are needed to read words within a specific text. So, if a teacher is reading the book Brown Bear, Brown Bear, What Do You See?, she will teach the ee sound because it is found in the word see. The problem with this kind of serendipitous approach as the driver of phonics instruction is that information is not presented logically to the child and information gets missed. Of course, children should read connected text as they are learning phonics, and teachers should point out words they are reading that match taught patterns. But the scope and sequence of phonics instruction should not be based primarily on opportune moments in text reading.
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To be able to make use of letter-sound information, children need phonemic awareness. That is, they need to be able to blend sounds together to decode words, and they need to break spoken words into their constituent sounds to write words. Programs that focus too much on the teaching of letter-sound relations and not enough on putting them to use are unlikely to be very effective.
Once they’ve learned to read words with the most common letter-sound combinations, in year or primary 1 children move on to learn lots alternative combinations. They practise reading increasingly complex words. By the time they finish their first year, most children will be well on the way to reading pretty much any familiar word in English! In their second year, children develop their skills still further, practising using phonics to read and spell words that are less familiar and more challenging.
Owing to the shifting debate over time (see "History and Controversy" below), many school systems, such as California's, have made major changes in the method they have used to teach early reading. Today, most[which?] teachers combine phonics with the elements of whole language that focus on reading comprehension. Adams and the National Reading Panel advocate for a comprehensive reading programme that includes several different sub-skills, based on scientific research. This combined approach is sometimes called balanced literacy, although some researchers assert that balanced literacy is merely whole language called by another name. Proponents of various approaches generally agree that a combined approach is important. A few stalwarts favour isolated instruction in Synthetic phonics and introduction to reading comprehension only after children have mastered sound-symbol correspondences. On the other side, some whole language supporters are unyielding in arguing that phonics should be taught little, if at all. 
I am using this product as a reading guide for my 2and 4 year Olds. My 4 year old absolutely loves it. I adjust our focus based on the knowledge that she already has. As a mom it makes me feel confident that I can teach her how to read. Prior to getting this I didn't know where to start. She already knew her abcs and letter sounds but we are doing the whole course anyway. I am mixing some more challenging lessons in so that she keeps her focus and then we go back to the 'easy stuff' to help her feel successful if she gets frustrated. I will start my 2 year old in a simplified version of the first lesson group in the fall. This product comes highly recommended.
A cheery educational app with games in phonics, letter recognition, rhymes, tracing, and wordplay. Monkey Word School Adventure uses six different mini activities to help them with reading skills through phonics and word groups. Each activity adjusts to your child’s ability level. Many of the activities also allow kids to self-correct to solve the given problems. Each activity is short and moves automatically to the next challenge.
Dig right into phonics books to give him a head start in reading comprehension. Many phonics programs include books that are written specifically for beginning readers. Sit down for some one-on-one time to tackle letter sounds and sight words. You can make reading fun for him, which will make him look forward to sitting down with a good book in the future.