Phonics Handbook

One in four school students struggle to read.  Phonics Handbook 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.

Phonics Handbook 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.

The 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. In this way, the book helps the tutor make assessments, of the students’ needs at the outset, and of whether the tutoring has been effective at the end of the programme.

Finally, 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, Phonics Handbook gives research-based advice on best practice.

Tom Nicholson is a Professor of Education at The University of Auckland, New Zealand.

Professor Tom Nicholson, Faculty of Education, University of Auckland, New Zealand

Born in Australia, trained and worked as a teacher there, worked as a researcher for the Ministry of Education in South Australia, completed a PhD at The University of Minnesota, and since then worked at University level in New Zealand. The last 15 years worked at The University of Auckland, New Zealand’s premier University. 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.

An experienced teacher workshop presenter. Awards: Alexander Onassis Fellowship; International Reading Association doctoral award.

Worked as a magazine columnist on education issues.

Currently 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 reading clinics 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 20 University students receive training and work as tutors in the clinics. The reading project uses The Phonics Handbook as the teaching manual. This is the 5^th 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.