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Reading
Are you a parent looking to give your child a head-start with their reading? Do you want to use the method now endorsed by the government and used in schools because it is the most effective way to teach children to read? Are you looking for an easy-to-use book which guides you through the teaching process step by step? If the answer is yes, then you need Step by Step Reading.Written by highly acclaimed synthetic phonics expert Mona McNee, Step by Step Reading is a complete synthetic phonics course in ONE book, making it easy for you to teach your child to read. The course teaches reading in fifty steps and is fully supported by a wide range of games and activities which are available to dow...
The Great Reading Disaster
By the late 1980s half the nation's children were receiving eleven years of progressivist schooling that failed to give them even the elementary basis of education that was completed by the age of seven in earlier days. This great reading disaster was caused by the ‘look–say' method of teaching, which presented whole words not individual letters. This book explains the causes and provides the solution to this problem. In 2006, the Secretary of State for Education and Skills has ordered schools to use the phonic method but there seems little evidence that its implications are properly understood or that any serious re-training programme for teachers is being put in place. The authors believe their explanations and recommendations in this book are thus needed just as much as ever.
Primary Core National Curriculum
This updated text surveys the debate amongst politicians and professionals surrounding the evolution and revision of the National Curriculum for England and Wales, setting the scene for the implementation of the core subjects - Information Technology, English, Mathematics and Science. The contributors investigate the ways in which schools have managed curriculum policies, the role of subject co-ordinators and the development of teaching methods. The text, in its second edition, contains a new chapter on Information Technology.
Meeting Difficulties in Literacy Development
This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Includes analysis of common barriers such as dyslexia and bilingualism.
The Hidden Story
Two different and opposite kinds of readers are developed at the very beginning stages of reading instruction as the result of different and opposite kinds of teaching. One kind of reader is taught to read by the 'sound' of print, and reads automatically and with great accuracy. The other kind of reader is taught to read by the 'meaning' of print, as Chinese characters are read, and not only reads inaccurately, but is actually encouraged to do so by so-called 'psycholinguistic guessing.' The Hidden Story explains why the teaching of 'psycholinguistic guessing' to beginning readers, although it manifestly results in a life-long disability, has been the 'experts'' instructional preference ever since 1870, although the term itself is a relatively recent invention.
Teaching Reading
The Teaching Primary English series is a completely new series of titles aimed at PGCE and BEd students, and the practicing primary school teacher. The series fully reflects the requirements of the IIT National Curriculum.
Teaching Children to Read
The ability to read is the key to educational achievement, and poor literacy skills will limit a person's opportunities throughout life. The Committee's inquiry examines current practice in schools used to teach children to read, in order to consider which method works best based on available evidence. Recognition is given that the subject is a complex one and is also influenced by a range of factors outside a school's control. Issues discussed include the impact of the National Literacy Strategy (NLS); literacy teaching methods including the phonics method, which focuses on sound-letter correspondence; the need to promote reading for pleasure; research evidence findings; barriers to reading acquisition; learning difficulties and disabilities. Current statistics indicate that around 20 per cent of children aged 11 years still underachieve in reading and writing skills for their age level. The Committee's recommendations include the need for a review of the NLS prescribed methodology for the teaching of reading in primary schools, and that further large-scale comparative research should be commissioned by the DfES to determine which methods are most effective.
Leaving Johnny Behind
In the tradition of Why Johnny Can't Read written by Rudolph Flesch in the 1950s, Leaving Johnny Behind provides a comprehensive examination of the barriers that deny children adequate literacy training. This book describes the obstacles faced by a school principal from Milwaukee's central city when he attempted to implement research-based reading practices. Upon further examination, he discovered that the reading establishment generally rejects the product of legitimate science, choosing instead to engage in a never-ending interfusion of the latest innovations, modifications, and gimmicks. This condition, Anthony Pedriana observes, has a disparate impact on poor and minorities, those who suffer from dyslexia and other forms of reading disability, and those for whom English is a second language.
C-A-T=Cat
Over the last couple of decades, too many children have been held back from reading by the use of 'look and say' methods of teaching. Finally the 'experts' recognise that the only way to improve literacy standards is a return to a structured, phonic method. Mona McNee's concern with literacy began when, having seen her own son fail with professional teaching, she found that, with no training, but relying on a phonic scheme, she could teach him herself. She later became a remedial teacher at a middle school and taught hundreds of dyslexic children to read. You too can teach your own child to read. Start at the beginning with letters and sounds and see how easy it is to sound out and blend the sounds into a word. You just need common sense and a Systematic, Intensive, Multi-sensory, Parent-friendly, Logical and Easy programme to teach how to read and spell the right way.
The Salisbury Review
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