Teaching Young Children to Read, Write and Spell - Programs That Work

These Early Reading Programs are based on the knowledge that to become confident readers (and spellers) children need to understand the English alphabetic code, alongside developing phonemic awareness, fluency, vocabulary and comprehension. If taught well, these programs help ALL children, regardless of learning challenges.

Professional Development for Early Years Education Centres By The Reading Whisperer™

Read Australia™ offer a wide range of workshops specifically designed for early years educators. Ask about early reading and spelling, and how to proactively and effectively involve parents and carers. Literacy Professional Development with The Reading WhispererThe Reading Whisperer™ is an early years / early childhood specialist

Join the 'Reading by Six' in Australia Campaign

A more proactive approach to the prevention of reading difficulties must now be taken. We know why so many children find reading and spelling difficult, and that if we allow them to struggle their motivation to learn decreases rapidly even after the end of the foundation / Prep year. Reading Experts explain how to help EVERY child succeed, and be reading by 6.

Reading & spelling

Anyone can struggle to learn to read if not taught to develop phonemic awareness, combined with systematic phonics training. This amounts to around 1 or 2 in every 5 children....

Any student can struggle- regardless of intelligence
I
n 2011, Fumiko Hoeft, MD, PhD, authored a study that used sophisticated brain imaging to predict with 90 percent accuracy which teenagers with dyslexia would improve their reading skills over time. Now the Stanford imaging expert has turned her attention to the diagnosis of the learning disability, and she and colleagues have provided “biological evidence that IQ should not be emphasized in the diagnosis of reading abilities.”

Become a Read Australia™ Level 1 Accredited Reading Coach Online

Learn how to Improve Spelling Skills - New Online Course

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)

Understanding 'Sounds Pics™' is a vital part of learning to read and spell

Using Sound Pics™ in the Early Years. How to teach pre-school aged children to Read and Spell WITHOUT buying a commercial program such as Jolly Phonics.
Sound Pics™ can also be used
alongside any commercial program. It is a simple way to teach reading and spelling that makes sense!

Early reading, writing and spelling within the new Australian Early Years Learning Framework - Reaching and Exceeding Desirable Outcomes

Teacher In-Service Training - How To Ensure Your Students Are Reading by 6 (7 at the latest) using a 'Synthetic 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, but for struggling readers the horse must come before the cart!
Ask for short 2.5 hour workshops of intense 1 or 2 day workshops

Early Screening for Reading and Spelling Difficulties. We will train you to check ALL prep children within a 2 week period during their first term. Learn to identify children at risk of reading and spelling difficulties and write reports on these children. We will support you with suggested learning plans. This approach can help you prevent difficulties and ensure that ALL children in your school are reading by 6. Most testing used within Australian schools is not comprehensive enough to identify which children are at risk of reading failure.

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!

Most Popular In-Service Training / Professional Development Options
- 'Teaching children to read
and spell by 6'

* 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) $1975

* Whole School Training in House (full day 9 - 4pm) - 2 hour workshop for all staff followed by a longer workshop for teachers working with Prep, Year 1 and 2 children. Within this second workshop teachers will learn how to teach phonemic awareness combined with the teaching of phonics directly, systematically and explicitly. Includes 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. Note that these workshops are delivered based on the needs of your staff team- to be used alongside, and to enhance, what is currently happening. It will help teachers build on current knowledge and perceive the teaching of reading and spelling in much simpler terms. This approach is very much welcomed from child centred practioners as teaching revolves around meeting the needs of each child- inspiring them as well as teaching them to read and spell with confidence before the end of Year 1 (and often before the end of Prep)

* 4 hour workshop for teachers working with Prep, Year 1 and 2 children. Within this 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.
$1495 plus travel expenses if outside QLD

*Parent/ Carer Workshops- subsidised by Read Australia™ as part of the Parents Aboard programme- $375 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 Phonemic Awareness

Information About A Synthetic/ Systematic Approach to Phonics

Synthetic Phonics Plus™

Pronouncing Speech 'Sounds'

Sound Pics™

Speech Sound Groups -Help with Spelling

Sound Groups- Sound Pics Chart

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

Parents and Carers Aboard! Working in partnership for early reading success!


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 learn how to teach ALL children to read and spell before they enter Year 2
Read Australia™ will help you therefore. We will help you learn how to ensure that EVERY child is reading by 6.

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.

 



  • 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

 

 

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)


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

Reading Whisperer Emma Hartnell-Baker teaches all children (and struggling adult) to crack the reading and spelling code using Sound Pics!
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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