Read Australia™

Find out why we promote Jolly Phonics and offer 'extension' training
so that you can take a whole school approach

Whole School Training - Australia

About Jolly Phonics in Australia

Gold Coast Queensland
Emma runs 'Reading and Spelling with a Focus on the Jolly Phonics program' workshop for parents and teachers
$87 per participant - includes handouts - Gold Coast Queensland-
Numbers Limited

School? Kindy? Email Emma to ask about
Jolly Phonics training in your facility

 

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Find Jolly Phonics Trainers Australia

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Read Australia™ - We use facebook like an interactive newsletter, please join us!

Questions? info@ReadAustralia.com

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Click here to Watch Jolly Phonics movie from SPELD

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'Jolly Literacy Solutions'
-accredited with Jolly Learning as an independent training
provider within Queensland,
and supported by
Read Australia™

JollyLiteracySolutions.com

Email Jolly Literacy Solutions to express an interest
- or click here for details of workshops and training within Queensland

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What is Jolly Phonics?
Watch on Today Tonight!

New!

DVD for parents and teachers of children aged 3-8.
How to Teach Reading (Writing) and Spelling in the Early Years - With Detailed Explanations of the Jolly Phonics Program

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Please watch the Read Australia™ Director chat about Jolly Phonics
and the Initial Group of Sounds - s, n, i, t, a, p

(link available again shortly)

Jolly Phonics Actions and Sounds

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Jolly Phonics Actions from Miss Chidgey and Miss Needle

'a' - watch clip here

's' - watch clip here

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* Watch Jolly Phonics hand actions here*

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Blending using Jolly Phonics

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a,b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,r,s,t,u,v,w,x,y,z

(not taught in this order)

Q is not included above as taught as Qu - as in queen

qu ou ue oi sh ch th ng ai ee/or ie oa oo ar er

Vowels

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'How to Teach ALL Children to Read, Write and Spell with Confidence' Instructional DVD for sale- $79
Buy DVD Here

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Jolly Phonics Workshop for Parents and Teachers
in Queensland - Please click here

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Jolly Phonics Training Providers in other States?- Please Click Here

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Support Read Australia™ and Search for Books
Through Fishpond- Australia delivery-
Type 'Jolly Phonics' into the Search Box

(back here shortly)

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About Jolly Phonics
http://www.jollylearning.co.uk/

Jolly Phonics Parent and Teacher Handout

Read About Jolly Phonics on wikipedia

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JollyPhonics Jolly Phonics is a thorough foundation for reading and writing. It teaches the letter sounds in an enjoyable, multisensory way, and enables children to use them to read and write words. This guide provides background advice for parents and teachers. It explains the principles behind Jolly Phonics so that your understanding of the teaching, and your ability to help a child, is much greater. All the material is suitable for use in school and much of it is also well suited to use at home. Jolly Phonics includes learning the irregular or 'tricky words' such as said, was and the. Together with these materials you should also use storybooks. Parental support is important to all children as they benefit from plenty of praise and encouragement whilst learning. You should be guided by the pace at which your child wants to go. If interest is being lost, leave the teaching for a while rather than using undue pressure. Not all children find it easy to learn and blend sounds. It is important to remember that this is not because they are unintelligent but because they have a poor memory for symbols and words. Extra practice will lead to fluency in reading and help your child manage at school. The five basic skills for reading and writing are: 1. Learning the letter sounds 2. Learning letter formation 3. Blending 4. Identifying sounds in words 5. Spelling the tricky words

1. Learning the Letter Sounds In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet. The sounds are in seven groups. Some sounds are written with two letters, such as ee and or. These are called digraphs. Note that oo and th can each make two different sounds, as in book and moon, that and three. To distinguish between the two sounds, these digraphs are represented in two forms. This is shown below. Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. One letter sound can be taught each day. As a child becomes more confident, the actions are no longer necessary. Children should learn each letter by its sound, not its name. For instance, the letter a should be called a (as in ant) not ai (as in aim). Similarly, the letter n should be nn (as in net), not en. This will help in blending. The names of each letter can follow later. The letters have not been introduced in alphabetical order. The first group (s, a, t, i, p, n) has been chosen because they make more simple three-letter words than any other six letters. The letters b and d are introduced in different groups to avoid confusion. Sounds that have more than one way of being written are initially taught in one form only. For example, the sound ai (rain) is taught first, and then the alternatives a-e (gate) and ay (day) follow later.

2. Learning Letter Formation It is very important that a child holds their pencil in the correct way. The pencil should be held in the 'tripod' grip between the thumb and first two fingers.The grip is the same for both left and right handed children. If a child's hold starts incorrectly, it is very difficult to correct later on. A child needs to form each letter the correct way. The letter c is introduced in the early stages as this forms the basic shape of some other letters, such as d. Particular problems to look for are: the o (the pencil stroke must be anti-clockwise, not clockwise), d (the pencil starts in the middle, not the top), m and n (there must be an initial downstroke, or the letter m looks like the McDonald's arches). The Jolly Phonics Videos and Finger Phonics books show the correct formation of each letter. A good guide is to remember that no letters start on the line. In time a child will need to learn joined-up (cursive) writing. It helps the fluency of writing and improves spelling. When words are written in one movement it is easier to remember the spelling correctly. Jolly Phonics uses the Sassoon Infant typeface which is designed for children learning to read and write. Many of the letters (such as d and n) have a joining tail at the end (an 'exit' stroke) to make it easier to transfer into joined-up writing. (You should check your school's policy as some schools do not teach joined-up writing to young children.)

3. Blending Blending is the process of saying the individual sounds in a word and then running them together to make the word. For instance sounding out d-o-g and making dog. It is a technique every child will need to learn, and it improves with practice. To start with you should sound out the word and see if a child can hear it, giving the answer if necessary. Some children take longer than others to hear this. The sounds must be said quickly to hear the word. It is easier if the first sound is said slightly louder. Try little and often with words like b-u-s, t-o-p, c-a-t and h-e-n. There are lists of suitable words in The Phonics Handbook and the Jolly Phonics Word Book. Remember that some sounds (digraphs) are represented by two letters, such as sh. Children should sound out the digraph (sh), not the individual letters (s-h). With practice they will be able to blend the digraph as one sound in a word. So, a word like rain should be sounded out r-ai-n, and feet as f-ee-t. This is difficult to begin with and takes practice. The Jolly Phonics Regular Word Blending Cards can be used in class to improve this skill. You will find it helpful to be able to distinguish between a blend (such as st) and a digraph (such as sh). In a blend the two sounds, s and t can each be heard. In a digraph this is not so. Compare mishap (where both the s and h are sounded) and midship (which has the quite separate sh sound). When sounding out a blend, encourage children to say the two sounds as one unit, so fl-a-g not f-l-a-g. This will lead to greater fluency when reading. Some words in English have an irregular spelling and cannot be read by blending, such as said, was and one. Unfortunately, many of these are common words. The irregular parts have to be remembered. These are called the 'tricky words'.

4. Identifying Sounds in Words The easiest way to know how to spell a word is to listen for the sounds in that word. Even with the tricky words an understanding of letter sounds can help. Start by having your child listen for the first sound in a word. Games like I-Spy are ideal for this. Next try listening for the end sounds, as the middle sound of a word is the hardest to hear. Begin with simple three letter words such as cat or hot. A good idea is to say a word and tap out the sounds. Three taps means three sounds. Say each sound as you tap. Take care with digraphs. The word fish, for instance, has four letters but only three sounds, f-i-sh. The Jiglets help identify the sounds in words. Rhyming games, poems and the Jolly Jingles also help tune the ears to the sounds in words. Other games to play are: a) Add a sound: what do I get if I add a p to the beginning of ink? Answer: pink. Other examples are m-ice, b-us, etc. b) Take away a sound: what do I get if I take away p from pink? Answer: ink. Other examples as above, and f-lap, s-lip, c-rib, d-rag, p-ant, m-end, s-top, b-end, s-t-rip, etc.

5. Spelling the Tricky Words There are several ways of learning tricky spellings: 1) Look, Cover, Write and Check. Look at the word to see which bit is tricky. Ask the child to try writing the word in the air saying the letters. Cover the word over and see if the child can write it correctly. Check to make sure. 2) Say it as it sounds. Say the word so each sound is heard. For instance, the word was is said as 'wass', to rhyme with mass, the word Monday is said as 'Mon-day'. 3) Mnemonics. The initial letter of each word in a saying gives the correct spelling of a word. For instance, laugh - Laugh At Ugly Goat's Hair. 4) Using joined-up writing also improves spelling.

The Actions

s Weave hand in an s shape, like a snake, and say ssssss a Wiggle fingers above elbow as if ants crawling on you and say a, a, a. t Turn head from side to side as if watching tennis and say t, t, t. i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i. p Pretend to puff out candles and say p, p, p. n Make a noise, as if you are a plane - hold arms out and say nnnnnn. c k Raise hands and snap fingers as if playing castanets and say ck, ck, ck. e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. h Hold hand in front of mouth panting as if you are out of breath and say h, h, h. r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say rrrrrr. m Rub tummy as if seeing tasty food and say mmmmmm. d Beat hands up and down as if playing a drum and say d, d, d. g Spiral hand down, as if water going down the drain, and say g, g, g. o Pretend to turn light switch on and off and say o, o; o, o u Pretend to be putting up an umbrella and say u, u, u. l Pretend to lick a lollipop and say l l l l l l. f Let hands gently come together as if toy fish deflating, and say f f f f f f. b Pretend to hit a ball with a bat and say b, b, b. ai Cup hand over ear and say ai, ai, ai. j Pretend to wobble on a plate and say j, j, j. oa Bring hand over mouth as if you have done something wrong and say oh! ie Stand to attention and salute, saying ie ie. ee or Put hands on head as if ears on a donkey and say eeyore, eeyore. z Put arms out at sides and pretend to be a bee, saying zzzzzz. w Blow on to open hand, as if you are the wind, and say wh, wh, wh. ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ng... v Pretend to be holding the steering wheel of a van and say vvvvvv. oo oo Move head back and forth as if it is the cuckoo in a cuckoo clock, saying u, oo; u, oo. (Little and long oo.) y Pretend to be eating a yogurt and say y, y, y. x Pretend to take an x-ray of someone with an x-ray gun and say ks, ks, ks. ch Move arms at sides as if you are a train and say ch, ch, ch. sh Place index finger over lips and say shshsh. th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th sound (this and thumb). qu Make a duck's beak with your hands and say qu, qu, qu. ou Pretend your finger is a needle and prick thumb saying ou, ou, ou. oi Cup hands around mouth and shout to another boat saying oi! ship ahoy! ue Point to people around you and say you, you, you. er Roll hands over each other like a mixer and say ererer. ar Open mouth wide and say ah. (UK English) Flap hands as if a seal, and say ar, ar, ar. (US English)

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Jolly Grammar is the next stage, after a first year with Jolly Phonics. It helps children express themselves - for instance by using adjectives and adverbs to bring greater expression to their writing. It also improves their spelling in a structured way and by teaching the key rules.
Jolly Grammar teaches a wide range of language forms including the parts of speech, plurals, punctuation, and the tenses past, present, and future. It also teaches a wide range of spelling rules, including defining aspects such as the short vowels.
Jolly Grammar is designed to take just part of the time devoted to English, in providing the 'language' rather than the 'literature' element. For the 'literature' element children will be reading storybooks , such as the Jolly Readers.
Jolly Grammar is designed for two years of teaching. Together with Jolly Phonics they provide a course for the first three years.
The Jolly Readers use controlled vocabulary so children can read words from their knowledge of the letter sounds in Jolly Phonics.Only a few essential tricky words are used, and these are shown at the back of each book. The Jolly Readers have engaging and lively stories which children enjoy.The problem of heavily controlled vocabulary ('cat sat on the mat') is overcome by the much wider use of words available with digraphs, such as splash, paint, look, and trail.
Each level of the Jolly Readers has three series (each with 6 different books):
Inky Mouse and Friends. (Stories about Inky, Snake and Bee and the world of the characters in Jolly Phonics)
General Fiction. (Both new and classic stories)
Nonfiction. (Factual information and stories)
The Jolly Readers are designed to start once a child has learned all the 42 sounds in Jolly Phonics, and can read new words by blending the sounds together. In normal classes the child is at this stage about two thirds through their first year at school.

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In-Service Training - Jolly Phonics - NSW Australia

Jolly Discoveries

For more information pleae contact Tina and Celeste on
0419 272 185 or 0419 299 047 (Please mention you saw the listing on the
Read Australia™ web site!

Jolly Phonics Trainers in Australia
and New Zealand- please click here

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Buy Jolly Phonics Books and CDs Online

Click on the book or cd cover for more info and to purchase!

If you cant find what
you are looking for please contact us! Ph 07 5510 9960

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"Jolly Phonics": Video Twin Video Pack (Jolly Phonics S.

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Jolly Phonics Video: v. 1: Video (PAL-UK English):
Including Introduction Guide (Jolly Phonics S.)

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The Phonics Handbook: In Print Letters (Jolly Phonics S.)

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Using Jolly Phonics: A Guide for Teaching Reading and Writing:
UK English (Jolly Phonics S.)

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Finger Phonics: Books 1-7 (Jolly Phonics S.)

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Jolly Phonics Workbook: s, a, t, i, p, n (Jolly Phonics S.)

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Jolly Phonics Workbook: ck, e, h, r, m, d (Jolly Phonics S.)

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Jolly Phonics Workbook: g, o, u, l, f, b (Jolly Phonics S.)

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Jolly Phonics Workbook: ai, j, oa, ie, ee, or (Jolly Phonics S.)

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Jolly Phonics Workbook: z, w, ng, v, oo (Jolly Phonics S.)

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Jolly Phonics Workbook: y, x, ch, sh, th (Jolly Phonics S.)

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Jolly Phonics Workbook: qu, ou, oi, ue, er, ar (Jolly Phonics S.)

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Jolly Phonics Read and See: Pack 1: Basic Words (Jolly Phonics S.)

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Jolly Phonics Word Book (Jolly Phonics S.)

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....Jolly Phonics - Downloadable PDF Presentations

Jolly Phonics Parent Presentation - Ideal for teachers to use at Jolly Phonics parent evenings http://www.readaustralia.com/jolly/jollyparent.zip

Jolly Phonics Teacher Presentation - Suitable for teachers requiring a presentation to give to teachers on Jolly Phonics http://www.readaustralia.com/jolly/jollyphonics.zip

Jolly Grammar Teacher Presentation - Ideal for teachers requiring a presentation on Jolly Grammar to give to teachers - http://www.readaustralia/jolly/jollygrammar.zip

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Jolly Phonics Training Providers

Worldwide Trainers : http://www.jollylearning.co.uk/

USA:

BEE Reading Company
1450 Moore Street
Beloit, WI 53511
USA

(608) 364-0542 Telephone
(608) 364-0542 Fax

beereading@charter.net

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Jolly Phonics Resources - Suppliers

Worldwide - Click on Stockist Link- http://www.jollylearning.co.uk/

AU - Read Australia™ - Ph 07 5510 9960 - Order resources by phone or online

Jenny's Classroom

t: (02) 6362 6078 Shop Hours: Monday - Friday 9.00am - 5.00pm
f: (02) 6362 8710 Saturday 9.00am 0 12.00 noon (ish)
e: info@jennysclassroom.com.au

113 Kite Street Orange
P.O. Box 2152 Orange NSW 2800

Click Here to Add Your Listing if You Are A Jolly Phonics Trainer or Supplier

 

 

 

 

 

 

 

 

 

 

 

 

 

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'Read Australia'Angela Weeks talks about Jolly Phonics. Angela is an advisor on the new Reading by Six campaign Em · 1 like · 4 comments

Early Reading

• • Train as a Reading Coach, Lead Early Reading Groups in Your Local Area
  • Resources including Early Reading Folders
• • Online Support/ Teaching Children To Read DVD
  • Parent Workshops- Helping Your Own Child with Reading and Spelling
  • Helping Older Children & Adults With Spelling (DVD).

Become a Level 1
Reading Coach Online

 

Popular services

Parent and Teacher Workshops- How to Teach Children to Read and Spell by 6 Using Phonics (Includes info about the Jolly Phonics Program and others)

Teacher In-Service Training - How To Ensure Your Students Are Reading by 6 (7 at the latest) using a 'Systematic Phonics Plus™ Approach
(phonemic awareness, phonics (taught directly, explicitly and systematically) vocabulary, fluency and comprehension.
As phonemic awareness and 'phonics' are arguably the MOST important elements that will help EVERY child read and spell well, and the elements most Australian teachers have received the least training in, these are the two aspects we focus on. Most teachers are doing the others well.
Ask for short 2.5 hour workshops of intense 1 or 2 day workshops

Primary Teacher and Kindy Team Training in Phonics and Jolly Phonics- Email to Request Info
Also offering bespoke training to schools and Kindy's eg
*Improving Spelling Skills
*Teaching Children to Read in Prep
*Understanding Phonics and Phonemic Awareness
*Understanding how certain 'readers' can hinder reading progress.
*How to ensure that no child enters High School not being able to read
*Literacy Programs for children with behavioural difficulties
*Involving parents to improve reading levels - and more!

Student not reading with confidence by the age of 7 or by end of Year 1?

Individual student assessments on the Gold Coast, Brisbane and Surrounding Areas. Parents and Schools may Book. 60 Minute assessment followed by 30 minute feedback to parent/ teacher- and includes a written report outlining recommendations for improvement.

Become an Accredited Read Australia™ Reading Coach. Within a school your role will be to ensure that every child is reading by the end of Year 1 (at the latest) - or you may use this certificate to offer private tutoring and to lead a Read Australia™ 'Early Reading Group' in your local area (2- 5 year olds).
Sign Up Now !

Most Popular In-Service Training / Professional Development Options
- 'Teaching children to read
and spell by 6- Helping Older Students Actually Catch Up'

* Whole School Workshop- $975 - $1475 (2.5 hour workshop- 'Why do so many children find reading and spelling difficult- and what can we do to prevent this?' How can we identify children at risk (this is not linked with intelligence) and ensure that they succeed and never even realise they have difficulties! How would 'every child reading by 6' change your school community? Putting a plan into place, developing a whole school approach- training Prep, Year 1 and 2 staff - involving parents.

* Prep, Year 1 and 2 Staff Training (two x 2.5 hour intense phonemic awareness & systematic phonics workshops with free 12 month ongoing support following training – including lesson plans, free resources (including decodable readers) and individual child monitoring (reports sent to the Head Teacher each term) $2475

Early Reading and Spelling (4- 7 years) with a focus on Jolly Phonics and Sound Pics - 2.5 hour workshop- 1hr and 45 minute presentation followed by 45 minute planning session to suit your student's needs.
$1275

Developing Spelling Skills
(years 3, 4, 5 and 6)
2 hour workshop
$1275

* Whole School Training in House (full day 9 - 3pm) - 2.5 hour workshop for all staff followed by a 3 hour workshop for teachers working with Prep, Year 1 and 2 children. Within this 4 hour workshop teachers will learn how to teach phonics directly, systematically and directly- including planning lessons, resources, how to assess and monitor progress - and how to develop phonemic awareness and check for early difficulties. Learn how to pick up on these from the first term- and how to ensure that every child is reading by 6.
$2000 plus travel expenses if outside QLD

*Parent/ Carer Workshops- subsidised by Read Australia™ as part of the Parents Aboard programme- $275 for a 90 minute interactive session with parents of children due to start prep, as well as those already enrolled in prep, year 1 and 2 at your school. During the session even the least confident of parents (regarding literacy) will understand how best to help their child develop 'auditory discrimination' and how to help them read and spell quickly and with confidence, rather than guessing form the pictures or memorising.

About a Systematic Approach to the Teaching of Phonics

The systematic, direct and explicit teaching of phonics (starting with phonemes and blending these into whole words) In addition, children will also develop phonemic awareness, fluency, vocabulary and comprehension using this approach.

Information About Phonics

Synthetic Phonics Plus™

Pronouncing Speech 'Sounds'

Sound Pics™

Sound Groups -Help with Spelling

National Reading Panel Report (NICHD, 2000) found that
Systematic phonics instruction was shown to produce substantial improvement in reading and spelling in kindergarten through sixth grade, especially for younger children who were at risk of future reading failure and disabled readers. The contribution of systematic phonics instruction to reading achievement was greater than that of programs that provided unsystematic phonics instruction and programs that included no phonics instruction.
• Positive results were greater with younger students (kindergarten students and first graders), indicating that beginning systematic phonics instruction early is helpful.
• Systematic phonics instruction produced gains when used in a variety of grouping patterns such as one-on-one tutoring, small groups, and whole-class instruction.
• Gains in reading were demonstrated by children from all socioeconomic levels.
• Systematic phonics instruction improved comprehension and showed an even greater impact on word recognition

Why earlier than Prep in Queensland? QLD is still the worst state in the country for reading according to NAPLAN. Rather than waiting for the Education Department to help schools and teachers so that all know how to bring about change (as is now mandatory in the UK) we are offering this help, including to parents. In partnership with parents and carers, and Kindys, we aim to help as many QLD children as possible learn to read before Prep so that it will not effect them so much if the Prep and Year 1 teachers are not trained in the most effective methods (ie how to use a systematic phonics approach - combined with phonemic awareness, fluency and comprehension) Most schools are NOT getting the training and support they need to ensure that every child enters Year 2 reading- and the QLD Education Department openly admit they refuse to get involved in helping them update their methodology so that ALL of our children can learn to read.

Read Australia™ will help you therefore. We will help you learn how to ensure that EVERY child is reading by 6. Register your 3 - 5 year old now!

We are HIGHLY disappointed in the QLD Education Department. This is the worst state in Australia for reading scores and we have not even been invited to come and give advice as to how to ensure that every child is reading by 6 (and 7 at the latest) This is the latest letter - where they have 'closed' correspondence. They have NOT given answers and are NOT meeting the needs of our Australian children. You only have to look at our appalling NAPLAN results to see evidence. They get an 'F' for their report card this year!

Parents, Schools and Teachers please email Read Australia™ for training and support - specifically relating to early reading, writing and spelling. Much of this support is subsidised by Read Australia™
and is free.

Find Reading Programs Based
on A 'Synthetic Phonics' Approach
(also known as systematic phonics) Teaching

• * Get Reading Right
  * Jolly Phonics
  (click here for Jolly Phonics parent & teacher training)
  
• * MULTILIT
• * Phonics International
• * Phono-Graphix
• * Reading Rockets
• * Sound Works
  * Sounds Write
• * Speech Sound Set
  * Superphonics (Read, Write Inc)
• * THRASS

• 
  Read Australia™ promote and support quality providers who offer a 'Systematic' Approach to the teaching of phonics to children aged 3-8. This approach will also include all elements required for early reading development ie the direct, explicit systematic teaching of phonics combined with phonemic awareness, fluency, vocabulary and comprehension. You can see several of these above. Please note that we do not offer training in these methods - although we can offer Jolly Phonics Training if requested, as Accredited Jolly Phonics Training Providers.
  
  The Read Australia™ approach (Discovering Sound Pics) is simply that; an approach. It is not a specific programme and can therefore be used alongside any synthetic/ systematic phonics based programme, and to reinforce 'why' the chosen programme is being used.
  It offers the concepts and principles required to teach ALL children to read by 6, and allows for flexibility and creativity.

• 
  We start by teaching interested adults the concepts and skills required to crack the alphabetic code and to begin to 'read' and 'spell' words without having to guess of memorise. They quickly succeed, which builds self-confidence. This is the foundation from which children can learn fluency, vocabulary knowledge and comprehension. The development of 'Verbal intelligence' is also facilitated within this approach. We will teach anyone who has a passion for children, and encourage as many Australians as possible to jump onboard, and help as many Australian children as possible.
  
  In order to understand that the spoken sounds in our English language are represented on paper using a variety of 'pictures' or 'symbols' we (at Read Australia™) call these 'Sound Pics™ For example 's' is a sound pic, 'h' is a sound pic and 'sh' is another sound pic.

• 
  Join us- ALL children can be reading by the end of Year 1
  Email us for more info

• 
  In 2005 The ‘Executive Summary’ of the
  Teaching Reading report
  from National Inquiry into the Teaching of Literacy recommended that teachers provide systematic, direct and explicit phonics instruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency.
  Equally, that teachers provide an integrated approach to reading that supports the development of oral language, vocabulary, grammar, reading fluency, comprehension and the literacies of new technologies.
  (See report recommendation 2)
  
  We call this the 'Discovering Sound Pics' Approach- a 'whole package' approach to the teaching of reading. It is an approach rather than a programme- that starts with the skills and concepts required by children if they are to learn to read and spell with confidence, as quickly
  as possible.
  
  
  'Phonics' (without specifying what type) is a mandatory part of the new Australian Curriculum. However, unfortunately for Queensland schools,
  
  ' Education Queensland does not mandate, endorse or approve individual training courses or resources.  This is a decision that is made at the school level. Individual schools select programs for their school in consultation with the wider community. This ensures that programs meet the specific needs of their students.'
  
  

• Which means that schools are on their own at the moment- unsure of what they should be doing to help the most children.
  

• 
  QLD has the worst reading scores for Years 3 and 5 students (according to NAPLAN) in the whole of Australia. This indicates that we aren't actually meeting the specific needs of our students. Teachers need more information, training and support about teaching of reading.
  
  'Phonics' can be used to describe a number of different approaches and we are concerned that schools will try to teach phonics in isolation, or be inconsistent. Phonics must be taught directly and systematically within a language rich environment.

•  

• Read Australia™ was created therefore to offer schools the support and training they are asking for. We offer workshops and courses about using a 'Discovering Sound Pics' approach- so that they can then decide how to use this in their school. Read Australia™ offer ongoing support.

• 

• 
  
  Education Queensland did create a booklet about phonics for teachers in 2006. They told us...
  
  "Focus on Phonics is designed to provide teachers and administrators with a comprehensive resource outlining the nature and role of phonics in the teaching and learning of reading. It was developed by Education Queensland's Teaching and Learning Branch in 2006 to support the five-day Literacy Professional Development program developed for Prep and Years 1 to 3 teachers. The kit was provided for all teachers who attended the five-day Literacy Professional Development program. In response to requests from Principals, additional copies were published and distributed to all state schools. "
  
  Read Australia™ have asked for a copy however
  
  "Unfortunately, Focus on Phonics is no longer available for distribution."
  
  
  What is happening in your state? Who is making a difference? Share your experiences, and get onboard to bring about change! Tell us of individuals and organisations who are making a difference!

Why should you NOT teach sight words or use a whole language approach?

In 2005 The ‘Executive Summary’ of the Teaching Reading report
from National Inquiry into the Teaching of Literacy reported that

The attention of the Inquiry Committee was drawn to a dichotomy between phonics and whole-language approaches to the teaching of reading. This dichotomy is false. (p. 11)

Why Synthetic Phonics and Not a 'Whole Language' Approach?

Related Articles
The Your baby Can Read Program - Do Not Buy!

Why a 'Synthetic Phonics Plus™ Approach
(Synthetic Phonics- and so much more)

Important Research

• In the USA, Congress established the National Reading Panel in 1997, its task being to assess the effectiveness of different approaches used to teach children to read. It reported
  on 13 April 2000.
• 
  In the UK, Parliament established in 2004 a House of Commons Select Committee on the
  Teaching of Reading, which conducted several hearings in 2004-2005. It reported on 7 April 2005. The outcome was an announcement on 3 June 2005 that Jim Rose, a former Deputy Chief Inspector of Schools, had been asked to lead an independent review to examine best practice in teaching reading, emphasising the crucial role of synthetic phonics instruction in
  the reading curriculum.
  Rose Report
• 
  In Australia, on 30 November 2004 Dr Brendan Nelson, then Federal Minister for Education, Science and Technology, launched the Australian Government National Inquiry into the
  Teaching of Literacy. The Inquiry was intended as a broad, independent examination of
  reading research, teacher preparation and practices for the teaching of literacy, particularly reading. On 8 December 2005, this Inquiry issued its report and its recommendations in a
  document entitled ‘Teaching Reading’.
  AU Inquiry into the Teaching of Literacy
  
• 
  
  Others

The Education Dept- Australian Government

NAPLAN

The ‘Executive Summary’ of the
Teaching Reading report
from National Inquiry into the Teaching of Literacy recommended that Australian and State and Territory governments’ approaches to literacy improvement be aligned to achieve improved outcomes for all Australian children.
(See report recommendation 17)
This is not yet happening

Current News Plus Government Strategies Relating to Literacy Improvement

Read Letters and Recommendations from Literacy Specialists Regarding Future Improvement

Including Read Letter to Emma Hartnell-Baker from David Smith on behalf of the Minister for Education and Industrial Relations (Hon Cameron Dick MP)

share your views

Bellfield Primary School, VIC
The submission says that the school is one of the most disadvantaged schools in Australia but has an academic performance amongst the very best. The submission notes that the school has been transformed by rejecting whole language strategies and implementing teaching and learning strategies based on ‘Four Pillars’: teacher directed learning; explicit instruction; moving children’s knowledge from short-term to long-term memory; and the relationship between teacher and student. The submission says that the teaching programs at the school are explicit and sequential, and based on Robert Slavin’s Success For All program in the US. The school has implemented a Phonological Awareness Program from P-6, with the support of Professor John Munro from Melbourne University.

The link seems to have disappeared- 356- has the Inquiry Into the Teaching of Literacy been swept under the carpet?
Email us with info

Read about the
'Reading Whisperer™'
'

Are you training to teach in Early Childhood Prep, Year 1 or 2 and want to fully understand how to ensure that ALL children in your class are reading and spelling with confidence?

In 2005 The ‘Executive Summary’ of the Teaching Reading report from National Inquiry into the Teaching of Literacy recommended that

• 'the key objective of primary teacher education courses be to prepare student teachers to teach reading, and that the content of coursework in primary literacy education focus on contemporary understandings of:

  • evidence-based findings and an integrated approach to the teaching of reading, including instruction on how to teach phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension;

  • child and adolescent development; and inclusive approaches to literacy teaching.

  • 
    
    Please note that it is currently possible for Australia’s future teachers to complete a Bachelor of Education course in Australia with less than two per cent of total credit points devoted to instruction in the teaching of reading.
    
    Read on to find out what exactly is happening in Australian Universities
    

So until you are receiving the training you need within your teaching degree courses please do ask about training courses and workshops, and especially about our new Certificate. On successful completion you will be listed as an Accredited Read Australia™
Reading Coach. Teaching strategies are based on findings from rigorous, evidence-based research that are shown to be effective in enhancing the literacy development of all children
( See Report Recommendation 1)

ALL Australian children deserve to be taught to read in ways that will work for all of them, and avoid remedial work.

The development of reading skills serves as THE major foundational academic ability for all school-based learning. Without the ability to read, the opportunities for academic and occupational success are limited. Moreover, because of its importance, difficulty in learning to read crushes the excitement and love for learning, which most children have when they enter school/
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