- provides phonics training at schools, targeted according to individual circumstances
- provides follow-up to training by observing phonics lessons and giving feedback
- advises headteachers and literacy co-ordinators about programmes, resources and
organising the teaching of reading in their schools
- trains and advises teachers and those responsible for education abroad
- presents courses in the use of Jolly Phonics at central venues organised by Jolly
- reviews reading programmes and resources
- advises governments in England and abroad
- campaigns for better teaching of reading
Elizabeth has experience in the use of a range of synthetic phonics programmes and
resources, including Jolly Phonics, the Oxford Sound Reading System, Sound Discovery,
Phonics International, Read Write Inc, BRI, Toe by Toe and Jelly and Bean. She provides
generic training as well as training in Jolly Phonics, Sound Discovery and Letters
She is an active committee member of the Reading Reform Foundation (www.rrf.org.uk),
a group dedicated to the promotion of evidence-based teaching of reading.
How did Elizabeth become an expert in the teaching of reading and writing?
For over thirty years Elizabeth taught all age groups from nursery to adult. She
was trained to use a mixture of methods for the initial teaching of reading. But
when she stumbled upon Jolly Phonics used according to synthetic phonics principles,
she was inspired by the children’s progress and the logic of the method. Nothing
is more rewarding for teachers than to see children learn and grow in confidence
as a result of their teaching. However, she was unwilling to be swayed only by her
own experience, or even by the anecdotal evidence of other teachers convinced of
the benefits of synthetic phonics. She studied relevant post-graduate courses, looked
into the research and found conclusive evidence in favour of a synthetic phonic approach.
Elizabeth began to teach individual children with serious reading problems. She soon
realised that their problems, without exception, had been made worse by the very
methods she used to promote. These children all made good progress once they were
taught systematically to use phonic knowledge for word reading and spelling.
By this time Elizabeth was looking for a way to share her experience and knowledge
with other teachers, and she began to train in the UK. Then an opportunity came to
introduce synthetic phonics to the schools of two small islands in the Caribbean.
With a team of volunteers, Elizabeth led this ongoing project. She trained teachers,
ran parents evenings and discussed relevant issues with education officers and advisors.
Since then Elizabeth has provided training for teachers at more than two hundred
venues in the UK and abroad.
She is currently involved with the five year programme, “Lead Literacy Now!” organised
by UNESCO in Trinidad and Tobago.