{"product_id":"phonics-handbook-isbn-9781861564382","title":"Phonics Handbook","description":"One in four school students struggle to read. The Phonics Handbook has been written to give assistance to teachers in helping students with reading difficulties. Taking a phonological approach, the book is set out in the form of lesson plans designed to be used instantly, requiring no preparation.  \u003cp\u003eThe book is based on the wisdom gained from working with hundreds of students who have attended the author’s after-school reading clinic. This is reflected in the practical approach to helping students of all ages including those with English as a second language and those with a range of difficulties including, special needs, motivational and attention problems.\u003c\/p\u003e \u003cp\u003ePhonics Handbook includes lesson plans for every phonics skill from the basic alphabet sounds through to blends, digraphs, syllable breaking and decoding Latin and Greek words. Each lesson is followed by a worksheet for students. Using this format, the book incorporates diagnostic assessment to measure what students need at the outset of teaching, as well as measuring whether the tutoring has been effective. Additional teaching strategies are given to reinforce spelling and assist reading comprehension. Strategies for ‘hard to teach’ students and information on reporting to parents are included, incorporating research on the best tutoring methods.\u003c\/p\u003e  Introduction.  \u003cp\u003eAcknowledgements.\u003c\/p\u003e \u003cp\u003ePART 1: ASSESSMENT AND REPORTING STRATEGIES.\u003c\/p\u003e \u003cp\u003eChapter 1. The importance of a needs assessment: where do I start?\u003c\/p\u003e \u003cp\u003eChapter 2. Student profile.\u003c\/p\u003e \u003cp\u003eChapter 3. Alphabet assessment.\u003c\/p\u003e \u003cp\u003eChapter 4. Gough-Kastler-Roper phonemic awareness assessment.\u003c\/p\u003e \u003cp\u003eChapter 5 Basic decoding skills.\u003c\/p\u003e \u003cp\u003eChapter 6. Informal reading inventory.\u003c\/p\u003e \u003cp\u003eChapter 7. Formal assessment of reading attainment: the Burt Word Reading Test.\u003c\/p\u003e \u003cp\u003eChapter 8. Invented spelling test.\u003c\/p\u003e \u003cp\u003eChapter 9. Story writing task.\u003c\/p\u003e \u003cp\u003eChapter 10. Attitudes to reading.\u003c\/p\u003e \u003cp\u003eChapter 11. Reporting to parents.\u003c\/p\u003e \u003cp\u003ePART 2: TEACHING STRATEGIES.\u003c\/p\u003e \u003cp\u003eChapter 12. How to help the difficult student.\u003c\/p\u003e \u003cp\u003eChapter 13. How to teach phonics.\u003c\/p\u003e \u003cp\u003eChapter 14. How to teach spelling.\u003c\/p\u003e \u003cp\u003eChapter 15. How to teach syllabification.\u003c\/p\u003e \u003cp\u003eChapter 16. How to teach comprehension.\u003c\/p\u003e \u003cp\u003eChapter 17. Lesson planning and design for the reading tutor.\u003c\/p\u003e \u003cp\u003eChapter 18. Research on the phonics handbook approach.\u003c\/p\u003e \u003cp\u003ePART 3: LESSON PLANS TO TEACH BASIC DECODING SKILLS.\u003c\/p\u003e \u003cp\u003eChapter 19. Phoneme sounds of the alphabet: consonants and short vowel sounds.\u003c\/p\u003e \u003cp\u003eChapter 20. Reading two- and three-letter words.\u003c\/p\u003e \u003cp\u003eChapter 21. Consonant blends.\u003c\/p\u003e \u003cp\u003eChapter 22. Consonant initial and final digraphs.\u003c\/p\u003e \u003cp\u003eChapter 23. Long and short vowel sounds.\u003c\/p\u003e \u003cp\u003eChapter 24. The soft sounds of C and G.\u003c\/p\u003e \u003cp\u003eChapter 25. The r- and l-affected vowels.\u003c\/p\u003e \u003cp\u003eChapter 26. Vowel digraphs: one and two sounds.\u003c\/p\u003e \u003cp\u003eChapter 27. Compund words.\u003c\/p\u003e \u003cp\u003eChapter 28. Silent letters.\u003c\/p\u003e \u003cp\u003eChapter 29. Syllable breaking.\u003c\/p\u003e \u003cp\u003eChapter 30. Greek spellings.\u003c\/p\u003e \u003cp\u003eChapter 31. Latin words.\u003c\/p\u003e \u003cp\u003eChapter 32. Greek words.\u003c\/p\u003e \u003cp\u003ePART 4: APPENDICES.\u003c\/p\u003e \u003cp\u003eAppendix A: 300 sight words.\u003c\/p\u003e \u003cp\u003eAppendix B: Advanced sight words.\u003c\/p\u003e \u003cp\u003eAppendix C: Decoding charts.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e  \"I can see that this text should become a valuable resource for all teachers.\" (\u003ci\u003eNew Zealand Education Review\u003c\/i\u003e, October 2006)  \u003cp\u003e\"...immensely valuable...\" (\u003ci\u003eSPELD NZ Record,\u003c\/i\u003e October 2006)\u003c\/p\u003e \u003cp\u003e\"...this book gives clear guidelines ... very well organised...\" (\u003ci\u003eamazon.co.uk\u003c\/i\u003e, October 2006)\u003c\/p\u003e \u003cp\u003e\"...a resource that will allow practitioners to assess, plan and implement more focused literacy instruction to those who require it.\" (\u003ci\u003eThe Journal of Reading and Writing\u003c\/i\u003e, January 2007)\u003c\/p\u003e  \u003cb\u003eProfessor Tom Nicholson\u003c\/b\u003e, Faculty of Education, University of Auckland, New Zealand  \u003cp\u003eBorn in Australia, trained and worked as a \u003cb\u003eteacher\u003c\/b\u003e there, worked as a researcher for the \u003cb\u003eMinistry of Education\u003c\/b\u003e in South Australia, completed a \u003cb\u003ePhD at The University of Minnesota\u003c\/b\u003e, and since then worked at University level in New Zealand. The last 15 years worked at The University of \u003cb\u003eAuckland, New Zealand’s premier University\u003c\/b\u003e. The University of Auckland is ranked very highly in international research surveys and our last Vice Chancellor has recently been appointed to the same role at Oxford University.\u003c\/p\u003e \u003cp\u003eAn experienced teacher \u003cb\u003eworkshop presenter\u003c\/b\u003e. Awards: Alexander \u003cb\u003eOnassis Fellowship\u003c\/b\u003e; International Reading Association \u003cb\u003edoctoral award\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eWorked as a magazine columnist on education issues.\u003c\/p\u003e \u003cp\u003eCurrently directing and teaching in a long-term research project to improve the reading achievement of children who are not responding to normal school interventions. The project involves three \u003cb\u003ereading clinics\u003c\/b\u003e situated in schools in Auckland. Pupils come from both middle class as well as low-income parts of the city. Parents bring their children after school for one-to-one tuition, one hour each week. Each year up to \u003cb\u003e20 University students\u003c\/b\u003e receive training and work as tutors in the clinics. The reading project uses The Phonics Handbook as the \u003cb\u003eteaching manual\u003c\/b\u003e. This is the 5\u003csup\u003eth\u003c\/sup\u003e year of the project and hundreds of children have benefited from the tuition. The project also offers an annual 3-week reading summer school aimed at children in poverty areas of Auckland who might benefit from free tuition. Funding for the project comes from private donors and parent donations.\u003c\/p\u003e  One in four school students struggle to read.  \u003ci\u003ePhonics Handbook\u003c\/i\u003e has been written to give assistance to teachers in helping students with these reading difficulties.  Taking a phonological approach, the book is set out in the form of lesson plans that can be used instantly, requiring no preparation. This book is the result of five years research trials in reading clinics directed by the author.  \u003cp\u003e\u003ci\u003ePhonics Handbook\u003c\/i\u003e includes lesson plans for every phonics skill: from the basic alphabet sounds to blends, digraphs and syllable breaking.  Each lesson is followed by a worksheet for students.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe book includes diagnostic assessments of phoneme awareness, basic decoding skills, invented spelling, writing, and attitudes to reading. There is a test of word reading and an informal reading inventory.\u003c\/b\u003e In this way, the book helps the tutor make assessments, of the students’ needs at the outset\u003cs\u003e,\u003c\/s\u003e and of whether the tutoring has been effective at the end of the programme.\u003c\/p\u003e \u003cp\u003eFinally, the book offers a range of alternative teaching strategies.  It includes advice on helping students with English as a second language, as well as those with difficulties ranging from dyslexia to motivation and attention problems.  Whether the aim is to reinforce spelling, assist reading comprehension, or teach ‘hard to teach’ students, \u003ci\u003ePhonics Handbook\u003c\/i\u003e gives research-based advice on best practice.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTom Nicholson is a Professor of Education at The University of Auckland, New Zealand.\u003c\/b\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989782872293,"sku":"NP9781861564382","price":73.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781861564382.jpg?v=1761785448","url":"https:\/\/k12savings.com\/es\/products\/phonics-handbook-isbn-9781861564382","provider":"K12savings","version":"1.0","type":"link"}