From Guesswork To Evidence: Phonics Check Data Ends The Wait-to-Fail Era

The Dyslexia Evidence-Based (DEB) community welcomes the introduction of the phonics check. The first tool of its kind in New Zealand to identify children struggling to read, including those with dyslexia.

For too long, teachers have lacked the data to understand why some children struggle and who needs extra help. The phonics check changes that. By providing early, clear information about a child’s reading development, teachers can respond directly to their needs. Early identification means early intervention - the key to preventing children from being left behind. The phonics check marks a vital shift, aligning with structured literacy and giving every child a chance to succeed.

The Power of Phonics Check Data

Administered after the first 20 weeks of school, the phonics check gives teachers clear data on each child’s ability to decode by sounding out 40 real and made-up words, assessing reading rather than memorisation.

Children begin school with varying levels of reading readiness. The phonics check shows exactly where each child is after 20 weeks and what support they need next.

Data collected from the phonics check shows which students from the three Year 1 intakes need additional support. This provides crucial information allowing teachers to act immediately, identifying children who need extra support within the Tiered Framework (Universal, Targeted, and Tailored). It also gives parents clearer insight into their child’s progress and how to help at home. By responding early, teachers can move away from a “wait-to-fail” model and provide targeted or tailored support from the first 20 weeks of schooling, setting up children for success.

On top of this, it is hugely exciting to see the number of students at or above expectation improving significantly across the 3 intakes. As teachers grow confidence and expertise in delivering phonics part of a structured literacy appr, and as structured literacy becomes embedded in the classroom, more students are meeting expectations with fewer children

needing extra support. This is a true measure of the real impact structured literacy has on our learners.

Equity and Progress for All

Equity Index (EQI) barriers, such as limited access to resources, literacy-rich environments, or community support can influence early reading. Yet, phonics check data shows that structured literacy benefits all children, including Māori and Pacific learners.

Even in schools facing the highest challenges, across the first three terms of Year 1, fewer children required extra support, and more met or exceeded expectations. The evidence is clear: when targeted interventions are combined with effective Tier 1 classroom teaching, gaps in early reading narrow.

This data provides a neutral, unbiased foundation for collaboration between teachers and parents, ensuring every child receives the right help at the right time. It reinforces a simple truth every child has the right to read.

A Personal Perspective

As a parent, educator, and advocate for children with dyslexia, I’ve seen the difference early intervention makes. Structured literacy, informed by robust data, ensures children get the precise reading support they need, whether through classroom teaching or more intensive Tier 2 and 3 interventions.

Collecting data isn’t about labelling children; it’s about understanding their learning profile and providing the right support before they lose confidence. The phonics check empowers teachers and parents to create a positive, proactive learning environment. Every child now has a genuine opportunity to succeed in reading and carry that confidence into all areas of learning.

Positive Early Results

The first three terms of data show real, tangible progress: more children are reaching expectations and fewer are falling behind. Teachers are now equipped to provide evidence based support as part of structured literacy, ensuring all children benefit, not just those whose families can afford private tutoring.

As teachers’ expertise in phonics part of a structured literacy approach continues to grow, results will keep improving. The next phonics check, at 40 weeks, will provide further insight into children’s progress.

By following the data, the science, and the evidence, New Zealand’s teachers can finally end the wait-to-fail era. Every term, more children will receive the support they need and every child’s right to read becomes increasingly achievable.

Sharon Scurr
Founder, Dyslexia Evidence-Based (DEB)
Parent, educator, and advocate for children with dyslexia 
For more information, visit www.deb.org.nz

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