ABSTRACT
The Rose Review (2006) recommended the ‘Simple View of Reading’ as the most effective approach for teaching young children to read. This approach separates the process of reading into two elements, decoding and comprehension, which children need to develop to become fluent, confident readers. Within this context, the Rose Review recommended systematic synthetic phonics as the most efficient approach to teaching the skills children need to decode. This review formed the basis initially of the New Labour Government, and more recently the Coalition Government’s policies on teaching early reading (Jolliffe et al., 2012). However, as this reflection by an early years trainee teacher on a QTS course shows, the process of learning to teach young children to read can appear far from simple: https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203117248/7f6567f5-8da1-46b5-b82d-4c59efe7e399/content/ufig_1_B.jpg" xmlns:xlink="https://www.w3.org/1999/xlink"/>
