Section 1: Subject knowledge for teachers
Discriminating sounds and phonemes
Challenges
Grapheme–phoneme correspondences and ‘tricky’ or common exception
words
Decoding and encoding text
Long vowel digraphs – the advanced alphabetic code
Phonics into spelling
Section 2: Effective pedagogy
Teaching phonics in the early years
Multi-sensory and interactive methods
Teaching a systematic structured progression
Planning for phonics
Tracking and assessing pupils’ learning and effective
intervention
Teaching phonics in Key Stage 2
Using a range of programmes and resources
Conclusion
Glossary
Model answers to self-assessment questions
Index
Wendy Jolliffe is Professor of Education and worked in Initial
Teacher Education (ITE) for 14 years; latterly as Head of Teacher
Education at the University of Hull. She worked previously as a
Regional Adviser for the National Strategies and advised ITT
providers on effective provision for literacy. She has
published extensively in Primary English and Cooperative
Learning.
David Waugh is a former deputy headteacher who worked in ITT
from 1990 at the University of Hull, where he led the PGCE course
and became Head of Department. In 2008 he was appointed as one of
two (the other being Wendy) National Strategies Regional Advisers
for ITT. He is currently lectures at Durham University. He has
published extensively in primary English, as well as developing
e-learning resources for National Strategies for English,
mathematics and mentoring and coaching. David also writes
children’s stories, including The Wishroom, which was written
with 45 children from 15 East Durham primary schools and published
in 2017.
Angela Gill is Programme Director for BA Primary Education and
subject lead for Primary English at Durham University, working on
both UG and PGCE programmes. She is an experienced teacher and
worked in primary classrooms for many years before taking up the
post at Durham University.
I found the information on the pedagogy of phonics, especially
teaching phonics in KS2, very useful. I enjoyed reading about how
and why to teach phonics in KS2 as this is something which I think
is overlooked in many other phonics books. Another positive
point is that this book has activity ideas incorporated in the
chapters. This really puts the information into perspective; it
makes the ideas a lot more practical and classroom-ready. Many of
the activities can be just slightly adapted by a class teacher and
incorporated into several different phonics sessions. Many of the
activities are new to me which was interesting to read.
Assessment is also mentioned in some parts of the book. I found
this helpful as sometimes the only type of phonics assessment
mentioned is the Phonics Screening Test which mostly summative. The
book, however, suggests formative assessment opportunities which is
very insightful! I also own the first edition of this book –
if you’re wondering whether to buy this one, I would say it
definitely is different and updated so would be beneficial if
you’re looking to keep up-to-date with phonics assessment, pedagogy
and knowledge. Jasmin, Teacher
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