Language Development: Circle Time Sessions to Improve Communication Skills – Nash (2002) London: David Fulton Publishers Funics: A Fun way to Phonological Awareness - Ford and Tottman. (1999) Staffs, UK: Crossbow Education Phonemic Awareness Activities for Early Reading Success – Blevins (1997) Jefferson City, MO: Scholastic Professional Books. Venue: Wells City Football Club (WELLS / 1), Athletic Ground, Rowdens Road, Wells, Somerset, BA5 1TU Activity 10: Sound linkage: Discrimination of a word produced by deleting the initial sound from a stimulus word 90

Visualizing and Verbalizing for Language Comprehension and Thinking – Bell. San Luis Obispo, CA: Gander Publishing. 3. Some Support Materials and Books on Teaching: Sound Wizard: Strategy-Building Games for Phonological Awareness - Lenchner (2001) USA: Thinking Publications Rhyme and Analogy – Kirtley (1995) Oxford: Oxford University Press (part of Oxford Reading Tree scheme for 4 – 7 year olds)Sound Practice – Phonological Awareness in the Classroom 2 nd Edition Layton and Deery (2002); London: David Fulton. All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning

Alpha to Omega – Hornsby et al, 5 th ed. (1974-99) London: Heinemann (also Before Alpha, A Walkthrough Guide to Alpha to Omega, four activity books and set of 300 flashcards)By the end of the course, delegates will be able to deliver the ILI programme effectively to be enable pupils to close the gap in their literacy skills and double their rate of progress I reading and spelling as measured by pre and post ILI assessments. It is therefore aimed at teachers, SENCOs and TAs (within the East of the county). LiPS) Lindamood Sequencing Program for Reading , Spelling and Speech – Lindamood and Lindamood (1998) PRO-ED, Austin, TX. The Word Wasp: A Manual for Teaching the Rules and Structure of Spelling Cowling (2000) West Yorkshire: Keda Publications. These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age Chinn, S. J. (1996) What to Do When You Can’t Learn the Times Tables. Herts: Egon. (available on CD-ROM)

The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children s reading books. * This third edition has been revised throughout to include the latest developments in the field * These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age * All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning * The ten sections of activities within the guide include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words.Chinn, S. J. (1998) Diagnostic Inventory of Basic Skills and Learning Styles in Mathematics. London: The Psychological Corporation. Active Literacy Kit: Essential Foundations for Literacy – Bramley (1999) Wisbech, Cambs: LDA (and Dyslexia Institute) All the following plus other titles are available from Buzan Centres, 54 Parkstone Road, Poole, Dorset BH15 2PX, UK. Sourcebook of Phonological Awareness Training: Children’s Class Literature – Goldsworthy (1998) San Diego: Singular Publishing. Activity 11: Sound linkage: Discrimination of a word produced by deleting the final sound from a stimulus word 92

Lindamood Phoneme Sequencing Program for Reading , Spelling and Speech (LiPS) - Lindamood, P. and Lindamood, P. San Luis Obispo, CA: Gander Publishing. Helping Children with Reading and Spelling Difficulties - Reason and Boote (1994) London: Routledge. Launch into Reading Success ( through Phonological Awareness Training) – Ottley and Bennett. (1997) The PsychologicaI Corporation.Sound Linkage – An Integrated Programme for Overcoming Reading Difficulties 2 nd edition – Hatcher (2000) London: Whurr. Phonological Awareness Training: A New Approach to Phonics – Wilson (1993) University College, London: Educational Psychologists’ Publishing, Peter J. Hatcher was, until his retirement, Senior Lecturer in Psychology at the University of York. He also worked as a Senior Educational Psychologist with the Cumbria Education Authority. His work in the area of understanding and helping children with reading difficulties master the skills of reading, with Charles Hulme and Andrew Ellis, culminated in their groundbreaking research (1994) that supported the Sound Linkage Hypothesis. Prior to working as an Educational Psychologist, he taught primary, secondary and tertiary-age students in special and mainstream settings in Australia, the Bahamas, Sierra Leone and the UK. Bell, N. and K. Tuley On Cloud Nine: Visualizing and Verbalizing for Math. San Luis Obispo, CA: Gander Publishing.