Recommendation of Report
Learning to read and spell is the major focus of early year education, therefore, it is vital to investigate how different perspectives may help the Government to decide whether to invest in the methods designed to help children with reading skills, called Jolly Phonics. Based on the models of reading acquisition of Frith (1985), it has been concluded that the Government should invest in Jolly Phonics as a method to teach children in schools to develop reading acquisition.
Jolly Phonics is a technique that provides different tools to teach children with reading development, such as recognition of words, combination with image and words, different stages of reading skills in which children starts develop vocabulary sound and their meanings. This is an effective multi-sensory framework to phonics that uses many types of learning styles, including visual and auditory techniques. According to Frith (1985), reading acquisition progresses through phases beginning with forming vocabulary of words enabling children to reading familiar words, by recognising a whole word through its features (often done by varies techniques including called flash-card), and building visual connection between letters and objects. For example, the phoneme to graphemes, a ‘c’ to report ‘carrot’.
Jolly phonics is a creative, unique and fun method that teaches children how to read, for instances, by showing a letter or letters combination that presents sound. There are also motions used to help children learn the letter; for example, a child may be taught to move an arm whilst reading ‘snake’. These strategies may enhance children’s competence to recognise words and sounds. It could be argued that the more children rely on cues from the word rather than context, the better it is to recognise words.
Summary of supporting evidence
Frith adapted Marsh’s theory of reading and provided three phases of reading acquisition: Logographic, Alphabetic and Orthographic. According to Frith (1985), literacy acquisition develops through three strategies (phases), starting with, Logographic strategy, which involves reading by recognising the whole word. At this phase, children learn to recognise features within the word. For example, they learn vocabulary of written words. This visual attention strategy provides familiarisation with the shape of the word, but no individual letters. At the Alphabetic strategy, involves attention given to individual letters including reasoning ability to recognise letter by letter or combination of letters that represent a word; therefore, children attempt to read unfamiliar words.
Moreover, reading further progresses to Orthographic strategy when words are broken down by Orthographic units. For instance ‘I’ and ‘ight’ combined to become ‘light’, by recognising group of letters, for instance a word is divided into syllables orthographic units without phonological conversion. According to Frith (1985), once children acquires the orthographic strategy, they would be able to read similar words such as ‘right’, ‘sight’ ‘might’ and so forth, and take it further. However, it does not replace applying the alphabetic strategy to read unfamiliar words. Frith (1985) argues that reading skills progresses from one area to the development of the other; therefore, the acquisition of one reading strategy will enhance the other phase. The Orthographic strategy differs from the Logographic by being analytic in a systematic way and by being non- visual. It is different from the alphabetic strategy by operating in greater units and by being non-phonological.
Furthermore, children are taught to read by seeing the shape of the word with combination of its image (words apple, combined image of an apple) which can be done by flash-cards. This strategy is also useful for irregular languages such as English (Seymour and Elder, 1986).
Another source of evidence for reading acquisition is the findings of a study by Berninger, Abbott and Shurtleff (1990), involving 42 first grade children. The research involved measuring visual language (memory for words and memory for letter) and oral language. These involved reading task (lexical decision, children required to name a word being shown) and spelling task (ability to write the word after seen it). Berninger et al., (1990), found that earlier exposure to visual activities such as the Logographic strategy (where children learn to be familiar with regular words), this would predict children to read and spell at the beginning of the first school year. This finding supports Frith’s (1985) theory, suggesting that early reading and spelling are logographic, and whilst children able to read by recognising the words, may lead to the development of logographic spelling.
In contrast, Goswami and Bryant (1990) argue that children do not learn to read by stages, but through analogy (onset and rhyme). They suggest that reading acquisition depends on the ability to form word sound, for instance ‘h’ and ‘and’, within which ‘h’ is the onset and, ‘and’ is the rhyme, so children can read ‘hand’. Additionally, they state that once children are able to read hand, and know the sound ‘b’, children would be able to read the word ‘band’. Moreover, Goswami (1986) suggests that, whilst children are trained to recognise letters within words, they would later be able to read related rhymes words. For example, children in this study were trained to learn unfamiliar words, such as ‘weak’, afterwards, these children were asked to read words with shared rhymes. Goswami (1986), found that, children age 5 to 7 years, were able to read words with shared rhymes (such as ‘beak’) after being in contact with unfamiliar type of words.
Nevertheless, Ehri and Robbins (1992), point out rhyme and onset awareness may not be the only skills required to ready by analogy, perhaps children needs to develop decoding skills to be able to analyse their reading.

Source of further information

References
Berninger, V. W., Abbott, R. D., & Shurtleff, H. A. (1990). Developmental changes in interrelationships of visible language codes, oral language codes, and reading or spelling. Learning and Individual Differences, 2(1), 45-66.

Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 13-26.

Given to account that children learn to read by different stages, Frith’s model of literature acquisition constitutes essentially stragegies with in which may enhance a child learning skills and ability. Methods frames different tools to which one strategy such as the recognition of the whole word introduces knowledge of vocabulary and aim to memory development which is a skill that a child refers to whilst learning to read thus children goes to the next phase with some understanding of word meaning.

The internal representation of words acquired during the logographic phase might well resemble memory images for other types of graphic stimuli. Because there is as yet no proper guiding principle for the analysis of a written word, it is reasonable to suppose that the child selects the graphic features that are salient to him and uses them as critical identifiers. Thus, the x in Alex, the exclamation mark after the word bang! may be of special significance to a child. This child might say "Alex" when seeing the word Max and "bang" when seeing the word big! In attempts at writing the child would be expected to preserve the x and the ! and to omit those features that are not salient to him or her.
Clearly, the more a child relies on cues from the word rather than context, the more efficient, and of course, situationally independent, his word recognition should become. One very important cue in this respect is the first letter of a word. It is known that sounding out the first letter acts as a powerful cue for recognition, so that the remaining letters in the word need not be sounded out at all (Marsh et al., 1981). This is one way through which the logographic strategy might become viable for quite advanced reading

Frith devideds each phase into two steps with either reading or writing into levels,to clain how children acquire knowledge of each phase. For example, the the logographic strategy, step one children obtain a basic knowledge then it is followed or progress to by the step two which then when logographic skill has reached level 2 in reading is it ready to be adopted for writing. The alphabetic strategy is first adopted for writing, whereas the logo- graphic strategy is continued to be used for reading, perhaps at an even more advanced way. Orthographic knowledge at level 1 is presumed to be weak—sufficient to be used in recognising words, but not to be used in guiding the writing of words. Level 2 would imply that orthographic representations are now precise enough to be useful for spelling. It is plausible to assume that they would then be "transferred" to the spelling output system. The highly skilled reader/speller requires internal representations that are exact in terms of letter-by-letter detail.