What will you find in the teachers resources section?  

Phonics section is here!

Explore our NEW phonics section with information on the role of decodable books, teaching grapheme-phoneme correspondences, orthographic mapping, the self teaching principle,  teaching of morphemes and more.

“Reading has two essential cognitive requirements – word identification and comprehension.”

Gough & Tunmer, 1986

“In order to be able to read written text, there are two basic, vital processes to be mastered. Firstly, we need to be able to translate or decode marks on the page or screen into words, and secondly we need to be able to make sense of those words. There is no point being able to decode, even to decode fluently, if we have no idea of what the words actually mean. Similarly, no matter how vast our vocabulary, general knowledge and facility with the English language, we shall make no sense of the written word if we cannot decode the letter strings into words in the first place.”

Emeritus Professor Kevin Wheldall

“The evidence is clear, that the teaching of systematic synthetic phonics is he most effective way of teaching young children to read, particularly for those at risk of having problems with reading.”

The ‘Rose’ review, 2006

Explore our Phonemic Awareness pages

Real classroom teachers sharing their knowledge and experience in using the FIVE keys to reading from FIVE years of age everyday. 

Sarah Asome, Teacher at Bentleigh West Primary School, explains the importance of phonics in early reading instruction and its impact on later reading skills.