Debbie: Jingying contacted me some time ago from China – then recently she emailed me with updates about her son’s progress and I asked her if she would like to share her findings via my literacy blog. Sharing Jingying’s experience
***A trio of examples of Phonics International used in completely different settings in the ‘early days’ of the Phonics International programme (which was first published in 2007)
Phonics International as an Intervention in Secondary Education – Click HERE in a Primary School in Western Australia – Click HERE and in a Primary School in England – Click HERE
***The issue of ‘matched texts’ is clearly worrying teachers – what are the practicalities?
IMPORTANT UPDATE JAN 2022: Abigail Steel and I have now recorded a webinar discussing the issues around ‘matched reading books’ – this refers to the scenario in England and it includes references to research: Micromanaging Matched Reading Books Webinar Debbie: All
***Myths and misunderstandings about the claimed superiority of the ‘Speech to Print’ phonics approach for teaching reading, compared to programmes said to be based on ‘Print to Speech’ – and the THIRD approach with equal attention to BOTH directions where speech to print is taught for spelling, and print to speech is taught for reading
Debbie: I don’t doubt that writing my observations and thoughts about this topic is stepping into a minefield, but I feel compelled to write something. I’ve avoided fully approaching this topic in the public domain for many years. With the
***England: Reading Leaders from the ‘Flying High Trust’ share their ‘SURPRISES’ from the implementation of ‘No Nonsense Phonics’ in their infant, junior and primary schools – guest post by Carl Pattison
Carl Pattison is the Early Reading Lead advisor for the Flying High Trust (an Academy Trust of multiple schools in Nottinghamshire). Carl summarised the findings of the Reading Leaders: Summary: After Reading Leaders reflected on the ‘surprises‘ following implementation of
***PART TWO: ‘The harmful legacy of multi-cueing and its evolution into look-alike reading – a secondary school perspective’ guest post by Jacqui Moller-Butcher
For PART ONE of this topic, introducing Jacqui Moller-Butcher and her work and worries about ‘look-alike reading’, click HERE. The harmful legacy of multi-cueing and its evolution into look-alike reading – a secondary school perspective by Jacqui Moller-Butcher, June 2020 Please
***PART ONE – Guest post: Introducing Jacqui Moller-Butcher and her extraordinarily important findings (and suggestions) regarding ‘look-alike reading’ in KS 3 (secondary sector)
Debbie: PART ONE: I’ve never met secondary English teacher Jacqui Moller-Butcher but I’ve known of her since she first raised worries about her observations of ‘look-alike reading’ in an online discussion via the blog of popular KS 3 blogger, David Didau. At
***Contact details of some people and schools using – Phonics International, No Nonsense Phonics or Oxford Reading Tree Floppy’s Phonics (Oxford University Press) or a combination in some cases!
Debbie: I’m frequently asked if I can provide the name and contact details of people in schools that are using one (or more) of my systematic synthetic phonics programmes. It may seem strange to refer to using ‘one or more’
***England: The impact of the Phonics International programme – guest post by Headteacher, Rachel Hornsey
The impact of the Phonics International programme by Rachel Hornsey – June 2021: Our school vision, which is a thread running throughout our curriculum, is: “We work to provide our children with strong foundations on which to build their lives
***England: I’m HORRIFIED that teachers of 4 and 5 year olds are teaching a form of print with a ‘lead-in’ join – please stick to simple print!
Debbie: I’ve observed the rapid growth of teaching Reception and Year One children (the four and five year olds) a form of font which is neither a simple, sensible ‘print’ nor quality teaching of joined handwriting. This is instead of
***England: Lord Scudamore Academy is a school where the Oxford Reading Tree Floppy’s Phonics programme (Oxford University Press) has been used successfully and enjoyably for over a decade…
Debbie: It’s truly heartwarming to build relationships with people working with one’s phonics resources and suggestions who love using them, where children love them and succeed with them, and the children’s parents and carers are appreciative – and everyone ‘says
***Where is the planning (for Phonics International and No Nonsense Phonics)?
Debbie: Occasionally teachers write to me to ask, ‘Where is the planning?‘ for the Phonics International programme and No Nonsense Phonics (Skills). This has happened a number of times so rather than keep repeating the answer to individual teachers, I thought it
***About Wand Phonics – an interactive digital platform that can complement Phonics International and/or No Nonsense Phonics (England: Wand Phonics is validated by the Department for Education when used along with NNP and/or PI)
It’s me, Debbie, writing to describe this very exciting development – the availability of the Wand Phonics body of work – an interactive, digital platform created by Wand Education in collaboration with Phonics International Ltd. If you have any questions about accessing/purchasing the Wand Phonics digital
***Wales: Lumen attends a Welsh-medium schools and, meanwhile, she is learning to read and spell in English at home with the No Nonsense Phonics (Skills) Pupil Books
Many thanks to Rob Randel for this guest-post: In this series of short videos, you can see my daughter, Lumen (age five at the time) using No Nonsense Phonics resources at home to learn how to read and spell in English.
***Does CVC refer to letters or sounds? Post by Debbie Hepplewhite written at first as a guest post for Dr. Kathryn Garforth of Garforth Education (Canada)
There is a need to distinguish between consonant letters and vowel letters through teaching about ‘the alphabet’ compared to consonant sounds and vowel sounds through teaching about the ‘alphabetic code’. Teachers need to teach about both ‘the alphabet’ and ‘the
***Easy-peasy phonics revision – just TURN BACK to previous code, words, texts on paper belonging to each learner – SO SIMPLE!
By Debbie Hepplewhite: Teaching the English alphabetic code (the letter/s-sound correspondences) and the requisite three core phonics skills and their sub-skills for reading and spelling is based on a routine ‘phonics teaching and learning cycle‘ when it is taught SYSTEMATICALLY – whether for mainstream
***New Zealand: Feedback from home-schooling with Phonics International and No Nonsense Phonics Skills (entitled ‘Pick Up and Go Phonics’ via Amazon)
Debbie: It is always very heartwarming to receive feedback about our programmes and resources. We hear from people all over the world using our resources ranging from teachers, to tutors, to parents, to intervention specialists – even occasional librarians and
***Reviews of the Phonics International programme’s resources in ‘Teach Primary’ and ‘Teach Secondary’ magazines
Thank you to John Dabell for these reviews in Teach Primary and Teach Secondary. Please note that references to the cost of the Phonics International programme’s licence are no longer relevant as the programme’s online resources are now completely free
***Australia: ‘Diocese of Ballarat Catholic Education Partnership Award 2022’ for Emma, Bree and Rebecca having pioneered for the Science of Reading explicit teaching practices (including the use of ‘No Nonsense Phonics’)
Debbie: I was so delighted to read about this achievement via Emma Rutherford’s Facebook page. Hearty congratulations to Emma, Bree and Rebecca for all the pioneering and hard work of these ladies – and for the hard work of their
***The Phonics International SSP programme introduced across an Academy Trust (England) from beginners through to Key Stage 2 (age 4 to 11)
Thank you to Georgina for this testimonial: “After taking on the leadership of phonics, I wanted to brush up on my subject knowledge so that I could support my team and ensure the children were receiving high quality phonics instructions.