Are you looking for up-to-date training in teaching reading?
Elizabeth of ‘Teach to Read’ provides training in synthetic phonics, the method now
officially advocated by the English government for the initial teaching of reading.
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? If they have the government’s programme, ‘Letters and Sounds’, do schools need
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-school setting. It can be adapted for advisors, headteachers, teachers,
student teachers, teaching assistants, preschool staff, carers and parents.
For the past forty years, many teachers have been told that children should learn
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 spell 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.
Training can be generic or illustrated with Jolly Phonics, Sound Discovery, Phonics
International or Letters and Sounds. It can be for mainstream, catch-up or both.
Elizabeth advises teachers and has led a project to introduce synthetic phonics to
islands in the Caribbean. To find out more, click here:
Read testimonials from a range of schools and experts: Sue Lloyd, Ruth Miskin, Debbie
Hepplewhite, Marlynne Grant, Susan Godsland ...
In June each year, all children in Year 1 in state-maintained schools in England
are asked to read a list of words. The aim is to find out which six year olds have
learned to decode to an acceptable standard and which will need extra teaching in
Year 2. (Find out more from the DfE website.)