10th May 2024 - Dr Olwyn Johnston kindly let me know about this article below in
RNZ where she referenced basing her work on my
Phonics International programme:
Using a structured literacy approach to teach reading: What you need to know
by Katie Kenny
https://www.rnz.co.nz/news/national/516 ... -tZDUxyB2t
Olwyn's work and findings are described in this paragraph:
What it looks like
Teachers and researchers repeatedly told RNZ a structured approach isn't a programme, it's a pedagogy.
Deputy principal and special education needs coordinator at Tawa School, Dr Olwyn Johnston, has been using a structured approach - based on Phonics International - and tracking students' progress since 2021.
"We started slowly, by introducing teachers to the science of learning."
She acknowledged "it isn't a magic wand", but as well as improved literacy the school has experienced fewer behavioural problems.
"We talk about shrinking the tail of underachievement. And [at Tawa] we haven't just shrunk the tail, we've docked it," she said. "I couldn't believe our test scores. Yes, some are still struggling. But instead of sitting below the national average, as we were, our tail is now above that. Our whole standard deviation has shifted, incredibly. It's exciting."
She was supportive of the government's mandate but worried about consistency, describing the current approach as "hodge podge".
"We've got to get the right providers to help upskill teachers. And we've got to stop treating this subject as a political football. Our kids are too precious."
About the systematic synthetic phonics programme, Phonics International, see
https://phonicsinternational.com
This body of work was first launched in 2007 (by Phonics International Ltd) with an annual licence price for schools and a much less expensive price for parents and tutors. Over time, additional guidance was added and the price was reduced to £20 per year as I realised teachers were turning their attention to 'freebie' phonics resources whether or not these were advisable or better than those of the Phonics International programme. The programme has been utilised in many countries across the world ranging from mainstream provision (for first and additional language contexts), for intervention and for home-educating. The resources are provided online mainly as pdfs which can be printed and/or projected. It is suitable for all ages as required, not just for infants.
In 2011, the education department in England undertook a 'validation' process for 'systematic synthetic phonics' programmes. About seven programmes were validated including Phonics International which was published in the official phonics catalogue under both the mainstream and intervention sections. In a repeat governmental validation process, Phonics International was re-validated in 2021 - and also the pick-up-and-go hard copy programme developed from Phonics International entitled, 'No Nonsense Phonics'.
The Phonics International programme's key picture words for exemplifying the alphabetic code are also used for a wide range of free, overview Alphabetic Code Charts designed for different users and uses, you can see this range here:
https://alphabeticcodecharts.com
I always suggest to teachers that they print off the mini Spanish alphabetic code and the English alphabetic code to illustrate the stark differences between the simple, transparent alphabetic code of the Spanish language and the very complex alphabetic code of the English language. This is truly eye-opening for many people, see here:
https://alphabeticcodecharts.com/wp-con ... _Chart.pdf
https://alphabeticcodecharts.com/wp-con ... bleTop.pdf
Additionally, we developed pre-school material which is early phonics for nursery children but based on alphabet letters and the ethos of 'exposure, experience but no expectations' - meaning pressure-free of both adults and children as youngsters will pick up what they are capable of at this tender age. These free resources can be seen here:
https://phonicsinternationalpreschool.com
I think it is well worth noting that I have formalised a very specific approach to phonics provision which is 'Two pronged systematic AND incidental phonics teaching and learning' with the ever-present, supportive, overview Alphabetic Code Charts. You can read about this approach via the Phonics International site above.
As I am the phonics consultant for the Floppy's Phonics SSP programme (published by Oxford University Press, 2010), I also ensured that the 'Two pronged' approach underpins the Floppy's Phonics programme too.
To date, no researchers or academics have taken any interest in this two-pronged approach despite me being reasonably well known by some academics and literacy specialists internationally. I also advocate paper-based, content-rich resources for learners to routinely apply themselves at code, word and text level rather than a diet of mini whiteboard activities. To date, no researchers or others have taken any notice of these suggestions. Thankfully, this has not prevented the use of these ideas and resources in many countries and contexts to great effect. Here is just a flavour of feedback:
https://hepplewhite.org/debbie-hepplewh ... racy-blog/
https://phonicsinternational.com/forum/ ... m.php?f=13
If anyone does have an interest in my rationale and ideas, please feel free to email me at
debbie@phonicsinternational.com .
And many thanks to Dr Olwyn Johnston who found and investigated the Phonics International programme and has been gracious in making reference to this fact. Olwyn has contributed to the important developments in literacy guidance for New Zealand. 
