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© 2013 Teach to Read

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.



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.

Elizabeth is an experienced teacher and an expert in synthetic phonics teaching methods.  


She provides training in the UK and abroad, 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 ...



More about Elizabeth.

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.)


See Elizabeth’s presentation from her talk about the Year1 Phonics Screening Check in the Seminar Theatre at the Education Show in Birmingham on 15th March 2013 at 10 a.m.







For an evaluation of research for Every Child a Reader (ECAR) in England, click here.  

A table showing how Jolly Phonics fits in with the Phases of Letters and Sounds has been updated to conform to the detailed timetable in the latest Jolly Phonics Handbook.

State funded schools in England with Key Stage 1 or Key Stage 2 pupils can claim up to £3,000 if they match that funding, to spend on training and resources which meet the Department for Education’s criteria for high-quality phonics teaching.


Teach to Read training is approved for match-funding.


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.  


If you would like to book training through match-funding, see p. 222 or 220 in the match-funding catalogue and contact Teach to Read.