© 2009 Teach to Read
Elizabeth is an experienced teacher and an expert in synthetic phonics teaching methods.
She runs training courses in the UK and abroad and has lead a project to introduce synthetic phonics to islands in the Caribbean.
Read testimonials by Sue Lloyd of Jolly Phonics, Debbie Hepplewhite of Phonics International, Marlynne Grant of Sound Discovery, Ruth Miskin of Read Write Inc, and Susan Godsland of dyslexics.org
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This is the method now officially advocated by the DCSF for the initial teaching of reading, and defined in the document, 'Criteria for assuring high quality phonic work'. Elizabeth of ‘Teach to Read’ provides training for teaching according to these criteria.
But is synthetic phonics really the most effective way to teach reading?
Elizabeth's answer is 'yes'. However, as professionals, many teachers are asking themselves why they should change their methods.
- What are the benefits for those they teach?
- How is synthetic phonics different from other phonics?
- At what age are children ready for phonics?
- What activities help children learn to read?
- When should children begin to read books?
- How do spelling and handwriting fit in?
- What is the best way to cater for individual learning styles?
- What about comprehension?
- What about a literacy rich environment?
- How can teachers help older children and adults learn to read?
- What programmes are available to support teaching and how do they choose between them? Now they have the government’s programme, ‘Letters and Sounds’, do schools need another programme?
If you would like answers to any of these questions, please contact Teach to Read. Elizabeth will tailor her training according to your circumstances and the questions raised by your staff.
Training can be about the initial teaching of reading, or progression, or helping
older children or adults with reading difficulties, or preparing children to read
in a pre-
Jolly Phonics trainers for the Caribbean Follow the progress of the project in Carriacou and Petite Martinique.
Testimonials
For the past forty years, many teachers have been told that children should learn everything by discovery and problem solving. With this philosophy, the role of the teacher is not to teach, but to organise activities and provide the right learning environment. There is no doubt that this is effective in some situations, but for learning how to read words, direct teaching is more effective. Certainly a few children are able to work out the alphabetic code by themselves and some manage when they are trained to guess from a range of clues. However, at least 20% of children fail to learn to read without direct teaching. In fact, all children benefit when their teacher’s role is to teach to read.
Find out how Jolly Phonics fits in with the Phases of Letters and Sounds (pdf) to help you plan for progression.
The Reading Reform Foundation Conference took place in London on 7th November 2008. The speakers told their own stories, but they all pointed to the same conclusions.
The scandal of Every Child a Reader (ECAR) Click on the title above and follow the link to an evaluation of the evidence the government relies on.