Dedicated message forum for this course – please visit and feel free to contribute.
Chapter 13 – Classroom seating arrangements and classroom behaviour by Kevin Wheldall and Laraine Bradd. Wheldall, K., & Bradd, L. (2010). In K. Wheldall (Ed.), Developments in Educational Psychology (second edition) (pp. 181-195). London: Routledge.
Details of concerns about the films on the Ofsted website with the title, “Literacy: a Non-Negotiable” by Elizabeth Nonweiler – January 2013
The ‘Simple View of Reading Model’ and the ‘Simple View of Writing Model’ (for training, pupil profiles, planning and monitoring)
Essential Agreements: Infants English – summary of some factors for multilingual education by Coral George (Word doc)
Extracts from the Final Rose Report, March 2006 – selected by Debbie Hepplewhite
Phonics International message forum:
Ofsted: Stoke-on-Trent report on reading – a ‘must read’ (commentary on the report and further links)
Engaging parents with the notion of the Simple View of Reading:
A simple guide for parents to support early reading. This is one side of A4 – fold to make A5 pamphlet or stick into home/school reading record book.
Debbie Hepplewhite’s Two Stage Teaching Model illustrates how phonics teaching fits with the wider curriculum (compatible with the Simple View of Reading Model) – this led to Debbie’s ‘two-pronged systematic and incidental phonics teaching approach’
Phonics International and Floppy’s Phonics PowerPoint presentations available to support schools in providing information events for parents – and these include the Simple View of Reading model, introducing parents to the Alphabetic Code Chart and the Systematic Synthetic Phonics teaching principles and saying the sounds and so on.
These PowerPoint presentations can be adapted for your school’s contexts, if you are working in a school, allowing you to add local information and describing any reading books you use in your setting and whatever else you would like to tell the parents about your school’s provision for reading.
Video – Positive Partnerships with Parents