The phonics test is now taken by all pupils in Year 1 in English primary schools.
And four out of 10 admitted drilling phonics in the week prior to the test.
England's new primary phonics test risks doing "long-term damage" to children's reading, teachers' leaders say.
Phonetic learning in the form of "synthetic phonics" is now a major part of education.
Whole Language doesn't teach youngsters to sound out syllables and words as the traditional phonics method does.
During language arts, she gets pulled out with three other new arrivals for extra help on grammar and phonics.
The government says phonics - blending sounds to read words - is vital.
They learn to write the alphabet and to read with emphasis on phonics.
The Department for Education maintains that international evidence demonstrates that phonics is the most effective way of teaching early reading.
Words like spron, fape and thazz were included in the test designed to check pupils' abilities to decode using phonics.
In reality, all schools use phonics to teach children to read, but the government says this should be done more systematically.
And inspections of the underperforming ones often find that they make insufficient use of whole-class teaching, phonics, or other traditional methods.
Advocates of synthetic phonics believe that children should have an intensive period of learning letter-combination sounds before they are introduced to books.
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The school is using them to teach phonics and play cards or memory and imitation games with children aged from five to 10.
An experiment with synthetic phonics in Clackmannanshire has reported strong gains.
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After all, it was California that 11 years ago threw out the tried-and-true reading method known as phonics for a new, faddish method called whole language.
Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), said synthetic phonics was an essential contribution to helping most children learn to read.
The compulsory phonics check assesses a child's ability to sound out or decode a series of words, some of which are made up, to test their reading skills.
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Young children need more than phonics to read words accurately.
Ms Ellis agreed that phonics should be taught "fast and early" but said that children also needed a good "sight vocabulary" so that they could recognise words that were not phonically regular.
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Teaching unions and head teachers have said phonics is a good way of teaching children to read but say it is not a magic formula and different children may require different approaches.
The check is aimed at measuring whether pupils have a good understanding of phonics - the sounds of letters and groups of letters - which the government says is the key to helping children to read.
Most ominously, both Mr Gove and the Tories' leader, David Cameron, are fond of party-pleasing prescriptions, including policies for which proof of effectiveness is non-existent (school uniforms) or limited (insisting on synthetic phonics for teaching reading).
Phonics teaching is an important component of the teaching of reading, but not all words in English are phonically regular (the linguist David Crystal estimates 80% are, but the other 20% contains many of the most common words in English).
But look who it has appointed to carry it out: Jim Rose, former Deputy Chief Inspector of Schools in England - knighted this summer following his 2006 report into the teaching of early reading, with its emphasis on synthetic phonics.
The group, made up of teachers, academics and librarians, says what works in the classroom "is a more comprehensive, integrated and flexible approach", where children can read texts that interest them - not just those based on developing ability in phonics.
The teaching of reading should encompass a balance of teaching strategies including a systematic approach to phonics and other word reading strategies, and a significant emphasis on children experiencing a wide range of texts, including moving image and digital - all available to read from the very beginning.
There are certainly people who fall into different camps on certain issues, for example people who want to use pay for performance based on test scores, school-choice advocates, people who think reading should be taught by using phonics, people who think there should be no homework, and on and on and on.
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