This article investigates the phonics approach as a key element in achieving high literacy outcomes in the early years. The English language is a phonetic language, meaning that spoken words are represented by strings of symbolic letters. It is made up of five components; pragmatics, semantics, syntax, phonology and vocabulary. Phonology refers to the spoken sounds produced in a language of which the phoneme is the smallest component. Phonological awareness is an umbrella term that allows for the manipulation of words, syllables, and sounds in an introspective way. Important aspects of phonological awareness are intonation, stress, and timing (Hill, 2013). Children develop phonological awareness through oral interaction, literacy events such as reading, and imaginative play. Phonemic awareness is the understanding that words are made up of sequences of sounds or phonemes. This is developed through exposure to words, syllables, rhyme and alliteration. Phonics is a reading and writing teaching strategy that connects letters or written texts with the sounds of the language by developing phonemic awareness along with alphabetic knowledge. Prominent authors in this field include Jeanne Chall and her pioneering work in; Learning to Read: The Great Debate, Marilyn Adams and Her Seminal Book; Beginning to Read: Thinking and Learning About Print and Steven Stahl who has written numerous books and journal articles. Phonics is a catalyst for word recognition in long-term memory and increased vocabulary which ultimately allows the reader to make meaning of visual texts. Helps develop the alphabetic principle. Research shows that phonemic awareness and alphabetic comprehension, which are central to the teaching of phonics, are the most important indicators of future reading and writing… in the middle of the paper… considerably improve their literacy outcomes English (Nishanimat, Johnston, Joshi, Thomas, Padakannaya, 2013). In summary, the role that a phonics approach has in the development of literacy in the early years is important. However, it is important to note that it should be taught systematically and explicitly as part of an overall pedagogical approach. It should be taught alongside related reading with the goal of developing phonemic awareness and the alphabetic principle. The amount and intensity of training depends on what the child brings with him into the school environment. This may depend on the socio-cultural environment they experience at home. The old notion of teaching universal literacy is no longer acceptable. Teachers need to be more flexible in their approach, attuned to the diversity of students in the modern classroom.