The government prioritizes systematic synthetic phonics as a key strategy in the teaching of reading and this text supports trainee teachers working towards primary QTS in how to use phonics effectively. The text begins by examining the central role of phonics in the teaching of reading, drawing on recent research and initiatives. It goes on to cover the essential subject knowledge for trainees to acquire themselves, and the teaching of phonics to children in separate sections. Accessible and relevant, the text uses case studies and useful research to support trainees in becoming competent and confident in the teaching of phonics.
About the Author
Wendy Jolliffe is Professor of Education and was, until recently, Head of Teacher Education at the University of Hull.
David Waugh is subject leader for Primary English at Durham University. A former deputy headteacher, David worked in ITT from 1990 at the University of Hull, where he led the PGCE course and became Head of Department. In 2008 he was appointed as National Strategies Regional Adviser for ITT. As well as his educational writing, David also writes children's stories, including Lottie's Run published in 2015.
Angela Carss is an experienced teacher with a particular interest in early reading. Angela is also a part-time primary English tutor at Durham University and provides expert input on phonics and early reading for both undergraduates and postgraduates.
Table of Contents
Introduction: The role of phonics in the teaching of reading and writingIntroductionPART ONE: SUBJECT KNOWLEDGE FOR TEACHERSDiscriminating Sounds and PhonemesChallenges Grapheme/Phoneme Correspondences and 'Tricky' WordsDecoding and Encoding TextLong Vowel Digraphs – The Advanced Alphabetic CodePhonics into Spelling PART TWO EFFECTIVE PEDAGOGYTeaching Phonics in the Early YearsMulti-Sensory and Interactive MethodsTeaching a Systematic Structured ProgressionPlanning for PhonicsTracking and Assessing Pupils’ Learning and Effective InterventionTeaching Phonics in Key Stage TwoUsing a Range of Programmes and ResourcesConclusionAppendix 1 - GlossaryAppendix 2 - Model Answers to Self-AssessmentIndex