By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways:
1. reading the words automatically if they are very familiar;
2. decoding them quickly and silently because their sounding and blending routine is now well established;
3. decoding them aloud. Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times.
Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers.
At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.