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.

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.

Fiona J. Duff is a Research Associate at the University of Oxford. She was previously a research fellow at the University of York, where she also completed her PhD. During her studies, she was awarded the British Psychological Society Postgraduate Award and was seconded to the Parliamentary Office of Science and Technology, where she authored a briefing note for parliamentarians on teaching children to read.

Charles Hulme is Professor of Psychology at University College London. He is a former Editor-in-Chief of the journal Scientific Studies of Reading and is currently a Senior Editor of the Association of Psychological Science's flagship journal, Psychological Science. His publications include five authored and four edited books, over 190 journal articles, as well as several psychometric tests, including the United Kingdom's new standard test of reading comprehension, the York Assessment of Reading for Comprehension.

Revised and reordered to reflect the latest advancements, the 10 sections of activities within the programme 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. The manual also contains sections covering the theoretical background to the 1994 study by Hatcher, Hulme and Ellis, and subsequent studies; a standardised test of phonological awareness; and a method that can be used to grade children's reading books. All activities are accompanied by a set of photocopiable Record Sheets, a set of Picture Sheets and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning.

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.

Acknowledgements x

Foreword xi

About the companion website xii

Introduction 1

Test of phonological awareness 3

Programme administration 10

Phonological training activities 10

Phonological linkage activities 12

Section 1: Identification of words as units within sentences 15

Activity 1: Introduction to the concepts of 'beginning', 'middle' and 'end' 16

Activity 2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in sentences 16

Activity 3: Transferring the concepts of 'beginning', 'middle' and 'end' to an aural activity 17

Activity 4: Production of initial, final and medial words in sentences of two to four words 18

Activity 5: Matching counters to words in sentences of two to five words 19

Section 2: Identification and manipulation of syllables 21

Activity 1: Introduction to syllabic rhythm in poems (A) 22

Activity 2: Introduction to syllabic rhythm in poems (B) 23

Activity 3: Syllable blending (two to four syllables) 24

Activity 4: Introduction to syllable segmentation 25

Activity 5: Segmentation of words into syllables (two to four) 26

Activity 6: Syllable counting in words of two to four syllables 27

Activity 7: Syllable deletion 28

Section 3: Identification and supply of rhyming words 29

Activity 1: Introduction to rhyme 30

Activity 2: Discrimination of pairs of rhyming and non-rhyming words 31

Activity 3: Supplying rhymes (A) 31

Activity 4: Supplying rhymes (B) 32

Activity 5: Supplying rhymes (C) 33

Activity 6: Rhyme supply (riddles) 35

Activity 7: Discrimination of one of three words that rhymes with a target word 36

Section 4: Identification and discrimination of phonemes 37

Activity 1: Introduction to 'saying a word slowly' 38

Activity 2: Picture sound association (initial sounds of words) 38

Activity 3: Word pair discrimination 39

Activity 4: Identification of initial sounds in words 40

Activity 5: Identification of final sounds in words 42

Activity 6: Identification of medial sounds in words 44

Activity 7: Discrimination of two of three words with the same initial sound 46

Activity 8: Introduction to the concept of 'same end' sound 47

Activity 9: Discrimination of two of three words with the same final sound 48

Activity 10: Discrimination of two of three words with the same medial sound 48

Activity 11: Discrimination of word pairs with the same initial sound 49

Activity 12: Discrimination of word pairs with the same final sound 50

Activity 13: Discrimination of word pairs with the same medial sound 51

Activity 14: Discrimination of one of three words with the same initial sound as a target word 51

Activity 15: Discrimination of one of four words with a d…