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Practice, Research and Policy

Edited by:

September 2006 | 176 pages | SAGE Publications Ltd
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.

Kathy Hall
How Children Learn To Read and How Phonics Helps
Morag Stuart
Learning To Read The Words On The Page: The Crucial Role Of Early Phonics Teaching
Sandra Farmer, Sue Ellis and Vivienne Smith
Phonics: The Basics
Lyndsay Macnair, Sally Evans, Margaret Perkins and Prue Goodwin
Inside The Classroom: Three Approaches To Phonics Teaching
Jackie Marsh
Involving Parents and Carers
Elspeth Mccartney
Developmental Issues: Speaking and Phonological Awareness
Laura Huxford
Phonics In Context - Spelling Links
Henrietta Dombey
Phonics And English Orthography
Moya Cove
Sounds Familiar: The History of Phonics Teaching
Malcolm Rosen
Responses to the Rose Review on Early Reading
Sue Ellis and Maureen Lewis
Using This Book For Staff Development

'A comprehensive review of the current state of phonics teaching, from a range of acknowledged experts - this book is an extremely useful contribution to the ongoing debate on the teaching of reading' - Sue Palmer, independent literacy consultant

'The book is approachable yet informed; much of its value lies in its clarity and good sense. The sane voices of the writers bring their wide range of expertise to bear on this most 'hot' of current controversies, offering opinions based on reliable and proven evidence' - Eve Bearne, Faculty of Education, University of Cambridge

'This book should be read by every teacher of reading who works in an English speaking country. Collectively, the authors make a timely and significant contribution to our understanding of how children learn to read, and how teachers can help them learn better. Anyone who has been frustrated by partial and biased rhetoric about teaching phonics will welcome this admirable and timely book' - Colin Harrison, Professor of Literacy Studies in Education at the University of Nottingham

'This book offers a wonderful array of perspectives on the phonics debate. Don't just buy it - read it and discuss it! You'll be empowered and enlivened' - Helen Bromley

'Amid the current and often heated debates about the place of phonics in the teaching of reading following the Rose review (2006), this is a welcome and timely book, which will be an invaluable resource for teachers, students and lecturers who are involved in teacher education...there is something for all readers, whatever their particular perspective' - Journal of Early Childhood Literacy

'A fascinating debate on the nature of phonics and its place in how children learn the fundamental skills of literacy.

The book includes analysis and discussion of the most recent research findings and guidance from this country and oversees, including a discussion of the Rose Review and related curriculum guidance. I have finally understood the difference between synthetic and analytic phonics as a result of this book!

...Whilst mainly aimed at primary school teachers this book has much to offer early years practitioners' - Early Talk

An extremely useful review of the key issues surrounding phonics teaching. This is a handy text for anybody grappling with the concepts as well as the policies surrounding the teaching of reading.

Mrs Branwen Bingle
Institute of Education, Worcester Univ.
December 13, 2013

synthesises a number of relevant research findings and provides a practical element whereby students can ehance their own knowledge.

Mrs Suzanne Horton
Institute of Education, Worcester University
February 29, 2012

This text presents a balanced approach to the debates around the effectiveness of systematic synthetic phonics. It provides an essential resource for student teachers as they develop their understanding of the processes of early reading.

Dr Alastair Daniel
Department of Education, London Metropolitan Uni (City Campus)
January 3, 2012

I would strongly recommend this book to anyone looking for a clear introduction to phonics. The text provides useful background knowledge, an introduction to research and some of the current debates surrounding phonics teaching in primary schools. The text contains contributions from a variety of authors on the subject and balances some of the theory underpinning the teaching of phonics with the practical application of classroom pedagogy. There are also tasks and activities which allow the reader to reflect and build upon their own understanding of phonics.

Ms Mary Bennett
Department of Education, Newman College
November 9, 2011

essential to anyone working within this area or researching it, does just what it says on the tin!

Dr Liane Purnell
School of teacher Education, Newman University College
October 18, 2011

Sample Materials & Chapters

Introduction PDF

For instructors

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ISBN: 9781412930864
ISBN: 9781412930857

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