Home Page ////Contact Read Australia ///// Read Australia Rates and Services/ //// Next Read Australia workshops and
courses for Parents ////In-service Training for Kindy, Prep & Schools (plus adults working with teenagers
with literacy difficulties) / //// How to Teach Reading and Spelling Books and Resources ///// About Phonics
Dyslexia and Learning Difficulties ///// Worldwide Research into the Teaching of Reading //// About the Phono-Graphix Teaching Method //// About the Jolly Phonics Teaching Method ////About the SuperPhonics Teaching Method ////
About the THRASS Teaching Method ////About the Sounds~Write Teaching Method ////
About The Speech Sound (and Vowel) Set //// About the MULTILIT - Making up lost time in Literacy- Method ////
About Phonics InternationalLet Read Australia know of other effective methods //// Useful Teaching Reading Site Links //// Read Australia Tutor Directory //// Read Australia founder- The Child Listener

Read Australia Founder
'The Child Listener'
Emma Hartnell-Baker

Advice and Information is
offered by Emma
Hartnell-Baker who has a
BEd Hons with a Specialism in The Early Years (1992) and Post Graduate qualifications in Behaviour Management, Personal, Social and Emotional Development, Counselling and Helping People and Dyslexia.

She has a Masters Degree
in Special Educational Needs from Nottingham University and is a Professional Life Coach.

Emma discovered Phono-Graphix when reading
a book written by Diane McGuiness- 'Why children
cant read, and what we can do about it' and undertook
the online course.
Emma does not offer
PG courses or
training however - she
uses a range of strategies
and methods, to meet the individual needs of children- according to their
learning style, interests,
natural strengths and weaknesses.
Visit the
Early Reading Centre™
(Queensland Australia)
for more info

Excellent Web SIte
- Promoting Synthetic Phonics
The Reading
Reform Foundation
http://rrf.org.uk/

'Parents Aboard'
Facilitating effective
parental involvement in
schools- empowering
parents, sharing learning experiences.

Read Australia list methods used to teach children to
read and spell and that  allow for systematic, direct and explicit phonics instruction

- Read Australia- sharing information about
methods used to teach
children to read and spell!
Proactively Involving
parents

The AU National Inquiry
into the Teaching of Literacy
published findings in 2005 http://www.dest.gov.au
/nitl/report.htm

It states that ..
.'systematic instruction in phonics during the early years of schooling
is an essential foundation for teaching children to read.'....

Read oveview of Teaching Reading report
findings and
recommendations

The problem is that there are
few courses which focus on this- and so teachers may know of these findings, but are still not able to expand on their knowledge.
Which is the main purpose for creating Read Australia!

The AU National Inquiry lists
20 key recommendations
Click Here

Read Australia offer practical strategies and teaching resources- offering teachers the 'how' with regards
to the AU National Inquiry into the Teaching of Literacy (Teaching Reading) recommendations
and findings. 

Useful Essay
Observation on
Reading Recovery
Read Essay  

We do not believe there is
any need for reading recovery type programmes, or special needs help within this area- if we begin to teach children using effective methods from
an early age, and learn to identify the children most
likely to fail.

Imaging Study Reveals Brain Function of Poor Readers Can Improve

A brain imaging study has
shown that, after they overcome their reading disability, the
brains of formerly poor readers begin to function like the brains
of good readers, showing increased activity in a part of the brain that recognizes words.
The study appears in the May 1 Biological Psychiatry and
was funded by the National Institute of Child Health and Human Development (NICHD), one of the National
Institutes of Health. 
"These images show that effective reading instruction not only improves reading ability,
but actually changes the brain's functioning so that it can
perform reading tasks more efficiently," said Duane Alexander, M.D., Director of the NICHD.  The research team
was led by Bennett Shaywitz, M.D., and Sally Shaywitz, M.D, of Yale University, in New Haven, Connecticut. Other authors
of the study were from Syracuse University, in Syracuse, New York; Vanderbilt University, in Nashville, Tennessee;
and the NICHD.  Read More

Useful Training Directory
Search for Literacy
Specialists in your area 

Using Jolly Phonics

- A Guide For Teaching Reading And Writing

Superphonics - Ruth Miskin
Visit the Bookshop
for the whole range of
Super Phonics reading
and spelling books and activities

NICHD research on children
with learning disabilities
has shown that
deficiencies in processing
letter-sounds are
at the heart of most
reading problems. This
article illustrates how
letter-sound processing
works, and describes
strategies for teaching
children this skill.

Read article

Children With
Reading Disability
By: Robert Bock (1998)

Bock, R. (1998). Why Children Succeed or Fail at Reading: Research from
NICHD's Program in Learning
Disabilities. Health publication.
National Institute of Child Health and Human Development

Phonemes are the smallest units making up spoken anguage.

English consists of about 41 phonemes.

Phonemes combine to form syllables and words.

A few words have only one phoneme, such as a (a) or oh (o).

Most words consist of a blend of phonemes, such as go (g-o) with two phonemes, check (ch-e-ck) with three phonemes, or stop with four phonemes (s-t-o-p).

Phonemic awareness refers to the ability to focus on and manipulate these phonemes in spoken words.

Read more

---

Click here to view a short video about what's new in the NEW MULTILIT Reading Tutor Program.

The MULTILIT Reading
Tutor Program (Revised) is the product of a continuing
program of research
and development by a
specialist team of academic researchers and
special educators into more effective ways of teaching
low-progress students
who are experiencing
difficulties in learning
literacy skills. This research initiative into
‘Making Up Lost Time
In Literacy’ (or MULTILIT) is
led by Professor Kevin Wheldall, Director of Macquarie University Special Education Centre, Sydney and Director of the MULTILIT Research Unit.

THE EFFECTS OF SYNTHETIC PHONICS TEACHING ON READING AND SPELLING ATTAINMENT
A seven year longitudinal study
Rhona Johnston 1 and Joyce Watson 2
1. Department of Psychology, University of Hull
2. School of Psychology, University of St Andrews

Click here

The UK National Literacy Strategy includes lists of words to be taught to children in Key
Stage One and Two
Help your child at home
Click Here

We would prefer that children (especially those who are struggling to read and spell well) do not
'memorise words' however, and
instead learn to de-code them, and also build them using this knowledge.
Click Here

Sounds 'help pupils
with reading'

Phonics gave pupils a
head-start, the study found
Teaching children literacy by
using the sounds letters make speeds
up their progress, a report says.
Eleven-year-olds in
Clackmannanshire, Scotland, who
used the "synthetic phonics"
method were three years
ahead in reading.

The local authority is using the
technique in its 19 primary schools.

A seven-year study by Hull and
St Andrews universities also found
pupils were on average almost
two years ahead of others in Scotland at spelling.

Read article

The publication of the
Clackmannanshire research regarding the impact of synthetic phonics on progression in reading, as well as
the Select Committee's report
on teaching children to read has re-focused attention on a long-standing debate concerning the emphasis of synthetic phonics in the National Literacy
Strategy. The central issue in
the debate is not whether synthetic phonics
is taught but how.

Read more - DfES web site
Rose Review of Reading

Rose Report

What is Dyslexia?

Click Here

"Read Australia" -
Introducing Phonics Methods of Teaching Reading & Spelling
- teach children to read
and spell using systematic phonics programs.

Addressing the recommendations
as outlined in the Rose Report (UK)
and the National Inquiry into the
Teaching of Literacy (Australia) .......

Read Australia no
lists information relating to quality
phonics programmes - effective ways t o
teach children
to read and spell.

Emma Hartnell-Baker no longer
has plans to deliver workshops
or training relating to
Phono-Graphix within Australia
in the future.

'Read Australia'
continues to offer free information
and web site links to quality phonics programs around the world.
THRASS, Jolly Phonics, Sounds~Write, Superphonics, The Sound Speech Set.....
and will be delivering training to
Australian schools, teachers and parents in 2009.Please do join us!...

Email info@ReadAustralia.com
Tel (+61) 7 5510 9960
Literacy in Australia- teaching children to read and spell
at home and in schools using effective phonics programs.
Free information & useful links!
Phonics? Phonemes? Click Here to read more about Phonemes?

The Read Australia™ site was created to provide free information and an overview
of some of the main phonics programs currently available.
Free information and resources relating to
Phono-Graphix Jolly Phonics, Superphonics,
THRASS, Sounds~Write, The Speech Sound Set, MULTILIT
.... contact Read Australia to add more!

The Child Listener™ (Read Australia™
founder) opens the new Read Australia Head
Office in June - The Early Reading Centre™
in Hope Island, on the Gold Coast QLD.

Through The Early Reading Centre™ children are taught to read
using systematic, direct and explicit phonics instruction.
No one method is used- individual programs are created for
each child, with resources and activities used from a variety of quality programs, such as Jolly Phonics and Superphonics, This is in line with
the findings and recommendations outlined within the AU Gov report, 2005

The Early Reading Centre™ offers a range
of services and training facilities- please
do contact Read Australia™ to deliver your
own workshops and training relating to Literacy
and Early Years Education!
We welcome quality training
providers from around the world.
Accommodation provided on request.

At The Early Reading Centre™ we aim to teach as many children to read BEFORE they start
school as possible and offer professional guidance and support to parents and teachers,
for children attending schools within Australia.
Please ask about
The Child Listener's 'Parents Aboard' Program- empowering parents,
developing a more proactive and effective involvement within Australian schools.

The Early Reading Centre™ Coffee Bar opens in June, with Baby Readers, Toddler Readers, Ready Reader and Freshstart Reader
small group classes starting from July 6th. Workshops and training for teachers and parents, including the Parents Aboard Program, also start in Jul. Tel Gold Coast 07 5514 0015

"We KNOW that there are strong links between poor literacy and problems behaviour- so let's be far more proactive in creating a preventative approach, and embrace the notion of empowering parents. A much stronger partnership needs to be developed between teachers, parents and children if we are to change the future of our society.
Join Read Australia today- and make sure that you are using the most effective methods possible, in order to truly help ALL of our children become good readers, and develop the skills necessary to crack the code. Not only does this open a world of opportunities, increased self-esteem is a natural, and much welcomed by-product.
There is no excuse for not giving our children the very best opportunities to succeed.
Read Australia offer YOU the opportunity to start doing that today.. "
"The Child Listener" 2007

	Enter your search terms Submit search form
	Web www.readaustralia.com

Order Books and Resources Online- Australia residents

---

Research and articles relating to ' reading' and 'spelling'.

---

Phono-Graphix // Jolly Phonics //
Read Write Inc -Superphonics by Ruth Miskin // THRASS //
The Speech Sound Set // Sounds~Write // MULTILIT

Phono-Graphix

Info

The Reading Reflex: The Foolproof Method for Teaching Your Child to Read
By Carmen and Geoffrey McGuiness

Book for parents- Please click on book for more info and to order

Rec price $64.99
Buy Today for: $57.95   You Save: $7.04 (11%) (Free delivery Australia wide)

Back to programs

Jolly Phonics

Order Jolly Phonics books and resources within Australia HERE-

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

Jolly Phonics is a thorough foundation for reading and writing. It teaches the letter sounds in an enjoyable, multi sensory way, and enables children to use them to read and write words.

Read the Jolly Phonics pages to gain background advice for parents and teachers, and understand the 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 Workbook: s, a, t, i, p, n (Jolly Phonics S.) 

 

Read more about Jolly Phonics

Back to programs

The Miskin Method- Read Write Inc (Superphonics)

Ruth Miskin has taught for 25 years, 12 as a Head Teacher in Plymouth,
Leeds and Tower Hamlets, London.

During her time as Head Teacher in Tower Hamlets, she developed a simple way
of teaching reading and writing that proved very successful. Every child who completed
her programme learned to read fluently and confidently.

After leaving Tower Hamlets she went on to develop a full literacy programme called Read Write Inc. which other schools have adopted as an alternative to the National Literacy Strategy.

Read more about Superphonics

Back to programs

THRASS

A method of teaching English as a first or other language

Read more about THRASS

Back to programs

The Speech (and Vowel) Sound Set

Useful resources for Australian parents and teachers - the vowel set is based on
the Australian pronounciation of sounds/ words

Read more about The Speech Sound Set

Back to programs

Sounds~Write

Sounds~Write draws together modern research findings to produce a sequential and
explicit alphabet code-oriented programme for teaching all pupils to read and spell.

Read more about Sounds~Write

Back to programs

MULTILIT

MULTILIT (Making Up Lost  Time in Literacy) is a research initiaitve of Macquarie 
University. Prof Kevin Wheldall is the director and a leading reading 
researcher in Australia at the Macquarie University Special Education 
Centre. Over the years MULTILIT has researched and developed a 
reading program to help struggling readers succeed called the 
MULTILIT Reading Tutor Program. Based on the scientific evidence on 
how children learn to read most effectively, the Reading Tutor 
Program incorporates the 3 key areas of reading instruction: word 
attack, sight words and reading of connected text. It is intensive, 
systematic and data driven

Read more about MULTILIT

Back to programs

Do you, or does your organisation, work with young children?


Pre-School Teachers and Chilcare Staff WE NEED YOU!

There is no reason why pre-school aged children should not be well on the way to reading
- and (possibly more importantly) YOU can be a part of preventing reading difficulties, which are
linked with poor self-esteem, and future behavioural and social difficulties.
It is possible to identify the children most likely to fail as early as aged 3- so dont wait until they start
school before offering them the help they need.
Let's start creating a preventative solution to reading and spelling difficulties and
making BIG changes to the lives of our children.
Please help us by sending useful links and information relating to literacy
(and specifically phonics instruction)

Please do email us with useful resources- for all aspects of education!
We are happy to promote quality education and behaviour related services.

Empowering parents and teachers - sharing research and useful information
relating to the teaching of reading worldwide, with a focus on Australia
Footprint Ventures are located on the Gold Coast Queensland

Correlation Between Prison Intake and Poor Literacy-
Predicting future prison populations using 3rd & 4th grade reading scores
http://blog.iamnotashamed.net/2006/04/10/failing-reading-scores-prison-cells/

From
Investing in Literacy

Indiana’s former governor has stated that determining the number of new prisons to build is based, in part, on the number of second graders not reading at second-grade level.

From
Dialects, Teaching Reading and Literacy to Dialect Speakers: Educational CyberPlayGround™

In California they plan how many jail cells they will build in the future by how many children are not reading on grade level by third grade.

From
Democracy and Equity: CES’s Tenth Common Principle

“Based on this year’s fourth-grade reading scores,” observes Paul Schwartz, a Coalition principal in residence at the U. S. Department of Education, “California is already planning the number of new prison cells it will need in the next century.”

From
Evidence Based Education Science and Learning to Read

David Boulton: We were interviewing Lesley Morrow, the Past-President of the International Reading Association, and she made a statement which flabbergasted me. She said this was a fact: that there are some states that determine how many prison cells to build based on reading scores.

Dr. Grover (Russ) Whitehurst: Yes. Again, the predictability of reading for life success is so strong, that if you look at the proportion of middle schoolers who are not at the basic level, who are really behind in reading, it is a very strong predictor of problems with the law and the need for jails down the line.

Literacy for societies, literacy for states, literacy for individuals is a powerful determinate of success. The opposite of success is failure and clearly, being in jail is a sign of failure.

People who don’t read well have trouble earning a living. It becomes attractive to, in some cases the only alternative in terms of gaining funds, to violate the law and steal, to do things that get you in trouble. Few options in some cases other than to pursue that life. Of course reading opens doors.

 

The psychology of reading is often overlooked- when children
feel that they can do it, and enjoy reading, they want to try more- and then they
get better and better at this new skill.
Wixson and Lipson acknowledge that 'the students attitude toward
reading is a central factor affecting reading performance'
These conclusions are based on a long history of research
in which attitude and achievement have been consistently interlinked (eg Purves and Beach, 1972; Walberg and Tsai, 1985) Conversely, if they struggle then they will quickly see it as a
chore, and something to be avoided. Read Australia suggest aiming for
a high initial success rate- and making sure children are
enjoying the task, and are always working at just above their ability level. Challenge them but don't dishearten them. If children don't succeed regularly this can have a real
impact on their self-esteem and ability to progress within other areas of the curriculum.
It is vital that children learn to read well before the are aged 8

This is just one of the reasons we don't recommend that you immediately introduce children
to books (that they are asked to 'read' themselves) if they cant easily de-code them. ie break
the words down into individual sounds and sound blends. Giving children books to
'read' themselves that include words they cannot de-code as yet also teaches them
NOT to use the code, and instead to memorise or guess.

More Research relating to the teaching of reading, and interesting related news

Listings of Other Individuals and Organisations that offer
services relating to teaching reading and spelling in Australia!
Find a tutor/ reading specialist in your area!

Please note that these individuals and organsiations are not necessarily
endorsed or approved by 'Read Australia'

Visit Directory

Quick questions to ask your child.

There is no reason why your child shouldnt be able to answer most of these by the age of
7 (if not before)
Please use letter 'sounds' and not names
eg in first question you take away the 'l' (tongue at top of mouth, not pronounced 'el)

If you take away the 'l' from 'plum' what are you left with?
Do 'pen' and 'pipe' begin with the same sound? (which one)
What word do we get if we put the sounds together: 'f' 'r' 'o' 'g' ? (say sounds slowly)
What is the last sound you hear in the word 'shout'?
There are 4 sound pictures in 'cart' - where does the 'r' sit? (1,2,3 or 4)
What sound do you hear in 'meat' that is missing in 'eat'?
What sounds do you hear in the word 'hot'?
How many sounds do you hear in the word 'shell'? (there are 3)
Which word starts with a different sound? 'bag' 'nine' 'beach' 'bike'.
What is the last sound you hear in 'hot' 'night' 'sit' and 'fat'
How many sounds can you hear in 'train' (there are 4)
What sound is 'ai'
What is the new sound if I put 's' and 'h' together?

If your child struggles please do speak to your teacher or contact Read Australia

Parents- how many different sound pictures can you find that are used to represent the 'ay' sound?

We find that many parents need to go back to the code as often they read well without realising that they too
have gaps in their learning!

Behaviour and Literacy Information is provided by Early Years and Special
Needs Education specialist Emma Hartnell-Baker who is an experienced teacher
(BEd Hons) with Masters Degree in Special Educational Needs (including Dyslexia).


Emma completed a certification course in Phono-Graphix after being
inspired by clinical studies relating to this method of teaching children to read and spell-
and especially results gained with children who have learning challenges such as Dyslexia.
Please visit www.ReadAmerica.net
Emma does not offer PG course or private therapy herself. Please visit the
Read America site to find a therapist near you.

Emma is keen to share information about a variety of 'How to Teach Reading and Spelling'
methods that are all based around effective teaching of phonics, and are supported by
worldwide research and findings regarding 'Teaching Reading'
Read information about these effective methods and decide which you
feel is right for you and your children!

Emma's own courses- not currently running- are created to focus not only on assessment of
children and early intervention (from the age of 4)
but also on teaching styles, resources, catering for individual learning styles and differences
(including behavioural and learning difficulties) and more.

Emma promotes a multisensory approach
ie We hear words, say them, write (spell) them and read them!

The Child Listener has been offering a range of workshops and
training relating to behaviour and literacy

For example

Teaching Kindy Kids to Read- at home and in Pre-School/ Kindy

Teaching children with EBD (Emotional and Behavioural Difficulties) to read and spell

Teaching children and teenagers with 'Dyslexia'

Training for parents- what you can do at home if your child is not yet
confidently reading and spelling (children of all ages)

In-Service Training for Early Years and Primary School Educators

For example

"When I was a kid they didn't call it dyslexia. They called it you know, you were slow, or you were retarded, or whatever. What you can never change is the effect that the words 'dumb' and 'stupid'
have on young people. I knew I wasn't stupid, and I knew I wasn't dumb. My mother told me that.
If you read to me, I could tell you everything that you read. They didn't know what it was.
They knew I wasn't lazy, but what was it?"

— Whoopi Goldberg

Read Australia ( Queensland) offers free information
for parents and teachers - how to teach children to read quickly
& effectively using methods that are proven to work even with children
who have dyslexia and other learning difficulties

Home Page // Contact Read Australia / Rates and Services/ Next workshops and courses
for parents and teachers / In-service Training for Nurseries and Schools/ Books and Resources /
Dyslexia and Learning Difficulties / Research / Site Links

High Frequency Words

The UK National Literacy Strategy includes a list of 45 words to be taught by the end of Reception and
approximately 150 words to be learned during Years 1 and 2.

The lists are composed of essential high-frequency words which pupils will need, even to tackle the
simplest sentences. Some have irregular or difficult spellings and can be hard to predict from surrounding
text. Therefore, teachers need to ensure pupils can read these words both in and out of context.

(please note that we do not particularly advocate the use of learning words by memory rather than de-coding-
using a method with a focus on phonics gives them the skills to de-code the words
wherever they see them- they shouldn't need to 'predict them from surrounding text')

Reception/ Kindy/ Prep ( approx 4-5.5yrs )
a all am and are at away big can cat come dad day dog for get go going he in is it like
look me mum my no of on play said see she the they this to up was we went yes you

Years 1 and 2 (approx 5 - 7yrs)
about after again an another as back ball be because bed been boy brother but
by call(ed) came can't could did do don't dig door down first from girl good got had
half has have help her here him his home house how if jump just last laugh little live(d)
love made make man many may more much must name new next night not now off old
once one or our out over people push pull put ran saw school seen should sister so
some take than that their them then there these three time too took tree two us very want
water way were what when where who will with would your

Plus:
days of the week
months of the year
numbers to twenty
common colour words
pupil's name and address
name and address of school

Medium-frequency words to be taught through Years 4 and 5

The National Literacy Strategy provides a checklist of words that pupils should be familiar with by the end of
Year 5. Most of them should present little or no difficulty in reading to Year 4 pupils, although spelling could be more problematic since many do not have regular patterns or are easily confused. They should be taught in
groups across the two years, using meaning, common spelling patterns, or sound patterns.
The Strategy does not suggest that teachers should work slavishly through the list, teaching by drilling;
rather, the words and their spelling should be investigated and learned in class.

above across almost along also always animals any around asked baby balloon before
began being below better between birthday both brother brought can't change children
clothes coming didn't different does don't during earth every eyes father first follow(ing)
found friends garden goes gone great half happy head heard high I'm important
inside jumped knew know lady leave light might money morning mother much near
never number often only opened other outside own paper place right round second
show sister small something sometimes sound started still stopped such suddenly
sure swimming think those thought through today together told tries turn(ed)
under until upon used walk(ed)(ing) watch where while white whole why window
without woke(n) word work world write year young

Back to top

Phonemes

Most research backs the need for lots of phonics, the sooner the better. While many beginners may be able to figure out
what words mean by their context, most children-particularly those having trouble-need help learning the shapes and
sounds of English. The brain has no inherent knowledge of the alphabet, says Dr. Frank Vellutino, director of the
child-research center at SUNNY-Albany. It has to be taught.

Phonemes are the smallest units making up spoken language. English consists of about 41 phonemes.
Phonemes combine to form syllables and words. A few words have only one phoneme, such as a (a) or oh (o).
Most words consist of a blend of phonemes, such as go (g-o) with two phonemes, check (ch-e-ck) with three phonemes,
or stop with four phonemes (s-t-o-p). Phonemic awareness refers to the ability to focus on and manipulate these
phonemes in spoken words.

The National Reading Panel was created by NICHD and the Department of Education. It includes 14 individuals who
are leading scientists in reading research, representatives of colleges of education, reading teachers, administrators and parents.
During the last two years, the panel held five field hearings to consult with stakeholders in education and listen to their concerns.
They then assessed the current status of research-based knowledge, including the effectiveness of various approaches
to teach children to read and the readiness of application in the classroom.

The National Reading Panel found that there is a clear and distinct pattern that children go through as they learn to read.
It starts with phoneme awareness and phonics instruction, which leads to fluency. It is important to understand that children
won't become fluent until they have the foundation of phonemes and phonics established. In Kindergarten and first grade,
phoneme awareness and systemic phonics instruction are essential for children at-risk.

The Panel's findings are welcome news given the staggering statistics. In 1994, the National Assessment of Educational
Progress (NAEP) found that 42 percent of fourth graders read below basic levels. The 1998 NAEP showed that the
situation was not improved. The results found that 69 percent of fourth grade students are reading below the proficient level.

This is confirmed by the 1999 National Education Goals Report which finds that the U.S. has failed to increase the percentage of
students scoring at or above proficient in reading for students in grade four. The report indicates that only 31 percent of our
nation's fourth graders read at or above the proficient level, meaning 69 percent of our students are failing.

In 1994, the NAEP revealed that reading problems affect students in virtually every social, cultural and ethnic group.
According to the results, 29 percent of whites, 69 percent of African Americans, 64 percent of Hispanics, 22 percent of
Asian Americans and 52 percent of American Indians read below basic levels in the fourth grade.

The Panel determined that systematic phonics instruction leads to significant positive benefits for students in kindergarten
through sixth grade and for children with difficulty learning to read. Kindergartners who receive systematic beginning
phonics instruction read better and spell better than other children, and first graders are better able to decode and spell words.
The students also show significant improvement in their ability to understand what they read. Similarly, phonics instruction helps
older children spell and decode text better, although their understanding does not necessarily improve.

For more detail about the National Reading Panel's report, please visit their website
at http://www.nationalreadingpanel.org.

Statistics also show that around 19 to 20% of children starting Secondary School within the UK
are failing to read to the level expected

Ofsted warns of gulf in reading levels

Rebecca Smithers, education editor Wednesday December 15, 2004
The Guardian

The new report from the Office for Standards in Educa tion, Reading for Purpose and Pleasure - An Evaluation of Reading
in Primary Schools, showed that continued improvement in reading standards was being marred by an increasing gulf
between those schools that successfully tackle weaknesses in reading and those that do not.

The Department for Education and Skills has released figures showing that in 2,235 primary schools (roughly 10%), a
third of 11-year-olds do not reach the standard expected for their age, down on more than 6,100 in 1997. But Mr Bell said
he remained worried about this group of schools which were failing to make any progress.

"Today's findings are unacceptable," he said. "Although standards in reading are rising, we have yet to ensure that all our
pupils are competent and confident readers by the time they leave primary school. A stubborn core of pupils at the bottom of the
scale are being let down by the system."

The most effective teaching included the systematic daily teaching of phonics, while formal "reading records" were found to
be one of the weakest aspects of teaching reading, the report found.

Read article

20 key recommendations from the Australia National Inquiry into the Teaching of Literacy

'Read Australia' is one of several websites offered by The Child Listener who offers
a range of options relating to the professional development of teachers and empowerment of parents,

Emma Hartnell-Baker has a BEd Hons and a Masters Degree in Special Educational Needs.
Emma was a former UK Ofsted (Office for Standards in Education) Inspector and has many years
experience working with children and teenager in the area of PSED - promoting positive behaviour support
Literacy Achievement and Behaviour are often very much interlinked.
The Child Listener takes a preventative approach, and strive to be a part of creating a kinder and more productive society.
Please do contact us for more information, and also if you would like to join us and be a
part of something really worthwhile!

Back to top

Home Page / / Contact Read Australia / Rates and Services/ Next workshops and courses
for parents and teachers / In-service Training for Day Care, Kindy and Schools/ Books and Resources /
Dyslexia and Learning Difficulties / Research / Site Links

The Early Reading Centre- Australia - training parents and teachers how to teach children to read
quickly and effectively using methods that are proven to work with all children INCLUDING those with dyslexia
and other learning difficulties & Special Needs. Offering reading and spelling training and workshops across Australia.

Read Australia are based on the Gold Coast, Queensland.

Introducing Phonics Methods of Teaching Reading & Spelling - teach children to read and spell
using systematic phonics programs.
Addressing the recommendations as outlined in the Rose Report (UK) and the National Inquiry into the
Teaching of Literacy (Australia) .......
'The Child Listener' Emma Hartnell-Baker has created 'Read Australia' to offer free information and web site links to
quality phonics programs around the world.
THRASS, Jolly Phonics, Phono-Graphix, Sounds~Write, Superphonics, The Sound Speech Set.....and opens the Head Office-
The Early Reading Centre in QLD this year. Please do join us!... Getting Australia reading- and loving it!
www.readaustralia.com

Read Australia© 2006-7-8- 9 All Rights Reserved www.readaustralia.com
Read Australia web site maintained by Shoestring Web Design - Gold Coast - Queensland Australia
Brought to you by Footprint Solutions Queensland Australia ABN 94 542 903 967
The 'Early Reading Centre™'- The Early Reading Centre™ Director- The Child Listener™
- Head Office Shops 3+4, 7-9 Pinnaroo Street, Hope Island QLD 4212 Tel +61 7 5510 9960
Also visit The Coffee Bar- www.SantaBarbara-CoffeeBar.com - located within the Early Reading Centre™ for real coffees, made how you
like it - freshly baked muffins, creamy fudges and more! Enjoy refreshments in a gorgeous lakeside setting, courtesy of Read Australia™
and view 'The Child Listener™'s new 'fun and funky' line in soft furnishings, art-work and furniture 'Pink Bubblez™'