Home.Training.Synthetic Phonics.Programmes & Resources.Contact.

© 2017 Teach to Read

What does Elizabeth do?


- provides phonics training at schools, targeted according to individual circumstances

- provides follow-up to training by observing phonics lessons and giving feedback and advice

- 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 Learning

- 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 & Sounds.


Elizabeth is an Associate Member of the British Dyslexia Association (AMBDA).


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.