Rigby Star Phonics

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Rigby Star Phonics | Programme Structure | Sample Pages | Fast Phonics First | Hear the Phonemes

Rigby Star Phonics is a series of fiction and non-fiction phonically decodable readers, which will help children apply and consolidate their phonics skills and guarantee to put fun into phonics!

RigbyStar Phonics brings you a series of motivating and rewarding readers which have been written to match the order of phoneme introduction in both Rigby Star's phonics teaching programme, Fast Phonics First, and the Primary National Strategy's Letters and Sounds. The series begins after just after 8 phonemes have been taught, providing children with real texts to read and enjoy at the earliest possible point. Each reader is visually appealing, with photographs and modern artwork that add to the depth and richness of the text. The text itself is meaningful, lively and informative.

• Ready-made lesson plans and assessment resources to save you time
• Interactve, multi-sensory activities designed to motivate and inspire today's children
• Brilliant decodable readers that enable your children to start reading real stories after being taught just 8 phonemes!

Package includes
x 25 Fiction Decodable Readers
x 16 Non-fiction Decodable Readers
x 1 Programme Handbook
x 1 Whole Class Teaching Software (on PC CD-Rom)
x 2 Teaching Guides (Ring-bound, includes phonics worksheets and Assessment Tools)
x 1 Display Pocket
Optional: User Training (subject to availability)

About the Authors >> click to open and close

Joyce Watson

Joyce Watson was a Primary School teacher for a number of years and a lecturer in the Northern College of Education, Dundee for 25 years retiring in 1994.Throughout her career in teaching she has carried out numerous studies into the teaching of reading, holding the Open University Diploma in Reading Development and Degree of Master of Education in reading comprehension. In 1992, Dr Watson decided to embark on a self-funded PhD at the University of St. Andrews to further investigate the relationship between different teaching methods and children's progress in word reading and spelling. Teaming up with Professor Johnston they became interested in synthetic phonics and the impacts this had on children’s reading.

Rhona Johnston

Rhona graduated from the University of Hull in 1972 Attending Dundee College of Education in 1977, Rhona gained a Certificate in primary education in 1977 and then moved onto teach remedial education in Scottish secondary schools. In 1979, Rhona began lecturing in the School of Psychology at the University of St Andrews where she began her studies on children's reading, firstly studying children who failed to learn to read at the appropriate rate, and more recently looking at effective methods of teaching. Rhona and Joyce Watson started their collaboration in 1992.when the idea for studying synthetic phonics arose from the particularly effective practice of one teacher, who had accelerated the region's analytic phonics programme, leading to an earlier introduction of sounding and blending for reading. A training study comparing the effectiveness of synthetic and analytic phonics on new school entrants was carried out, where the clear advantage for the “synthetic-phonics” taught children led to Clackmannanshire Council funding a study of synthetic phonics in their region. The second to the seventh years of this study were then funded by the Scottish Executive. In 1999, Professor Rhona Johnston became a Reader at the University.

 

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