Phonics: Practice, Research and PolicyMaureen Lewis, Sue Ellis Phonics: Practice, Research and Policy unravels the controversy surrounding phonics which currently characterises much of the discussion about reading standards and teaching reading. Bringing some much-needed balance to the debate - the book offers genuinely focused advice on how to make sense of the various theories and on their applications in practice, helping teachers to find the right practical solutions to suit the children in their settings. The book includes chapters on: - How children learn to read and how phonics helps - The role of early phonics teaching - Classroom approaches to phonics teaching - Involving parents and carers - Speaking and phonological awareness - Spelling links - Staff development - Responses to the Rose Review on Early Reading. It will be essential reading for student teachers on initial training courses, and for more experienced staff in a range of school settings. |
Contents
| 1 | |
Chapter 1 How Children Learn to Read and How Phonics Helps | 9 |
The Crucial Role of Early Phonics Teaching | 23 |
The Basics | 34 |
Three Approaches to Phonics Teaching | 45 |
Chapter 5 Involving Parents and Carers | 60 |
Speaking and Phonological Awareness | 71 |
Spelling Links | 83 |
Chpater 8 Phonics and English Orthography | 95 |
The History of Phonics Teaching | 105 |
The Final Report of the Independent Review of the Teaching of Early Reading | 113 |
Chapter 11 Using this Book for Staff Development | 129 |
Glossary | 135 |
| 143 | |
| 153 | |
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Common terms and phrases
ability activities alphabetic principle analytic phonics beginning readers blending Chapter Chelsea child children learn Clackmannanshire classroom consonants context debate decoding DfEE DfES effective England English orthography English spelling evidence example experiences fricatives graphemes help children identify important interactive involved language learners learning to read letter sounds literacy curriculum logographic magnetic letters meaning method morphemes National Literacy Strategy National Reading Panel Ofsted onset and rime opportunities parents patterns phonemic awareness phonic knowledge phonics approach phonics instruction phonics teaching phonological awareness Playing with Sounds practice Primary National Strategy professional development pronunciation reading activities reading and spelling reading and writing recognize represent rhymes Rose Review segmentation sessions sight vocabulary skills spoken word syllables synthetic phonics programme systematic phonics taught teaching children teaching of phonics teaching of reading teaching phonics teaching reading texts trigraphs UKLA understanding visual vowel digraphs word recognition written young children
Popular passages
Page 8 - ... synthetic phonics, offers the vast majority of young children the best and most direct route to becoming skilled readers and writers.
Page vii - Brickell is a lecturer in the Faculty of Education at the University of Wollongong, New South Wales, Australia, with a teaching focus on Information and Communication Technologies and Science Education.
Page 5 - ... systematic phonics instruction with "hit-or-miss" phonics instruction. From these studies, we can conclude that any kind of well-organized and efficient phonics instruction is generally better than little or no phonics instruction that leaves learning phonics to chance. Stahl, Duffy-Hester, and Stahl (1998) reviewed the research on phonics instruction and concluded that there are several types of good phonics instruction and that there is no research base to support the superiority of any one...
References to this book
Reading Across International Boundaries: History, Policy, and Politics Roger Openshaw,Janet Soler No preview available - 2007 |