Phonics Roadshows


Join us in October and November 2018

UPDATE: All events booked out. Waitlist only.

The Centre for Independent Studies, in partnership with Macquarie University, are pleased to announce a series of Phonics Roadshows which will be delivered in New South Wales, South Australia and Victoria in October and November this year.

The Phonics Roadshow course is one day professional learning for principals, teachers and allied professionals working in schools which is aligned with the Australian Professional Standards for Teachers. This event will showcase the evidence basis for systematic, explicit phonics instruction with guest presenters from the FIVE from FIVE Literacy Project and from the ARC Centre of Excellence in Cognition and its Disorders. Host schools will open their classrooms to demonstrate how they put this evidence into action.

  • Enhance your knowledge of phonics and its role in the teaching of reading.
  • Hear from leading researchers in the field of reading development. 
  • An opportunity to observe the teaching of phonics in a classroom setting.   
  • Examine the elements of an effective phonics program/approach and ways to implement one into your school.
  • Discuss with other teachers about how they are making it happen in their schools and the results they are achieving.

This is a FREE event with numbers strictly limited. Morning tea and lunch provided.

UPDATE: All events booked out. Waitlist only.

Please direct queries to Kate – kwatt@cis.org.au

Click here for events in:

NSW (920) 668-6776

Mon. 22 October 2018
8:30 am – 3:30 pm AEDT

Blue Haven Public School
37 Colorado Drive
Blue Haven, NSW 2262


Mon. 29 October 2018
8:30 am – 3:30 pm AEDT

Bentleigh West Primary School
23 Brewer Road
Bentleigh, VIC 3204


Wed. 31 October 2018
8:30 am – 3:30 pm ACDT

Ardtornish Primary School
2 Saarinen Avenue
St Agnes, SA 5097


Wed. 7 November 2018
8:30 am – 3:30 pm AEDT

Marsden Road Public School
Marsden Road
Liverpool, NSW 2170

 What is systematic synthetic phonics?


440,000 students can only read at a minimal level or less


Children need explicit instruction in the five essential components
of reading in every classroom, every day.

This should begin in the foundation year of school, when most children turn five years old.


Thousands of studies of the teaching of reading, and how children learn to read, have been published in scientific and academic journals. This extensive body of research shows that there are five essential skills for reading and that a high quality literacy program should include all five components.


streaminess The ability to identify and manipulate the distinct individual sounds in spoken words
Phonics The ability to decode words using knowledge of letter-sound relationships
Fluency Reading with speed and accuracy
Vocabulary Knowing the meaning of a wide variety of words and the structure of written language
Comprehension Understanding the meaning and intent of the text

The links below provide information about the evidence-base for the five keys to reading, as well as useful documents and videos.


Major reviews of reading not only agree on the key components of reading programs – the five ‘keys’ to reading – but also the most effective way of teaching them. They find that explicit or ‘direct’ instruction is the most effective teaching method, especially for the fundamental code-based components ­― phonemic awareness and phonics.

According to Professor Keith Stanovich, “That direct instruction in alphabetic coding facilitates early reading acquisition is one of the most well established conclusions in all of behavioural science.”

Explicit instruction is a teaching model, rather than a specific teaching program. The links provide information about the evidence base for explicit instruction in general and for phonics in particular, as well as useful documents and videos.


The findings of this review argue strongly for the inclusion of a vigorous, programme of 718-738-5309 work to be securely embedded within a broad and language-rich curriculum.

It is …crucial to teach phonic work systematically, regularly and explicitly, there is ample evidence to support the recommendation of the interim report that, for most children, it is highly worthwhile and appropriate to begin a systematic programme of phonic work by the age of five, if not before for some children, the way having been paved by related activities designed, for example, to build insubmission.

Independent Review of the Teaching of Early Reading, UK, 2006

That direct instruction in alphabetic coding facilitates early reading acquisition is one of the most well established conclusions in all of behavioural science.

Keith E. Stanovich, 2000
In sum, the incontrovertible finding from the extensive body of local and international evidence-based literacy research is that for children during the early years of schooling (and subsequently if needed), to be able to link their knowledge of spoken language to their knowledge of written language, they must first master the alphabetic code – the system of grapheme-813-855-5077 correspondences that link written words to their pronunciations.

Because these are both foundational and essential skills for the development of competence in reading, writing and spelling, they must be taught explicitly, systematically, early and well.

Report of the National Inquiry into Teaching Literacy, Australia, 2005

There is strong, scientific evidence that the most effective way to teach these skills to all children is using reading instruction methods that are explicit, systematic, and sequential.
This is especially important for teaching phonics, which unlocks the alphabetic code.