I've been reading through a very old thread on the subject of teaching phonics in Foundation, where lots of people were discussing Nursery practice. There is very little doubt that good phonics teaching has a big impact on young children's reading and writing - I can hardly believe the difference in progress across the ability range at the end of FS compared to relatively few years ago. As the thread I read was old I would be interested to know whether the introduction of Letters and Sounds in the meantime has made a difference to phonics in Nursery. Do Nursery teachers now concentrate on the skills laid out in Phase 1? I receive children from a range of Nurseries, including our own Nursery class, so there is always a range of previous learning and knowledge. What I do notice many, in fact a majority of children have in common is that they are not secure with Phase 1 skills, particularly distinguishing different sounds in spoken words, and oral blending and segmenting. I feel that there is rather a rush to introduce grapheme/phoneme correspondences, whether cildren are ready or not, but more importantly to the detriment of these earlier oral/aural skills. Is this widespread?