Jonathan Glazzard is Head of Academic Development at Leeds Trinity University, responsible for the implementation of the learning, teaching and assessment strategy across all courses. He was previously Head of Primary Initial Teacher Training courses at the University of Huddersfield and holds a National Teaching Fellowship.Jane Stokoe is a Deputy Headteacher in a Barnsley primary school. She is an experienced teacher and mentor of initial teacher training students and she contributes to the primary programmes at the University of Huddersfield. She has been teaching for 35 years.

• Introduction 1. Spoken language 2. Auditory, visual discrimination and vocabulary development 3. Early Reading Development (to include models/ theories) 4. Evidence-based teaching: the debate about phonics 5. Creative approaches to teaching phonics 6. Reading for Pleasure 7. Early Writing Development 8. Spelling and Handwriting 9. Grammar and punctuation 10. Supporting children with literacy difficulties 11. Assessing English in the early years 12. Teaching English through texts

I like the way it supports developing subject knowledge in a very logical, easy to access way. I also like how it links with reading comprehension and makes use of research based evidence. - Diana Parton, University of BedfordshireThe book is clear and explains well. It does have critical questions which helps offset the 'on message' tone of it. - Deborah Nicholson, Bath Spa University

Jonathan Glazzard is Head of Academic Development at Leeds Trinity University, responsible for the implementation of the learning, teaching and assessment strategy across all courses. He was previously Head of Primary Initial Teacher Training courses at the University of Huddersfield and holds a National Teaching Fellowship.Jane Stokoe is a Deputy Headteacher in a Barnsley primary school. She is an experienced teacher and mentor of initial teacher training students and she contributes to the primary programmes at the University of Huddersfield. She has been teaching for 35 years.

• Introduction 1. Spoken language 2. Auditory, visual discrimination and vocabulary development 3. Early Reading Development (to include models/ theories) 4. Evidence-based teaching: the debate about phonics 5. Creative approaches to teaching phonics 6. Reading for Pleasure 7. Early Writing Development 8. Spelling and Handwriting 9. Grammar and punctuation 10. Supporting children with literacy difficulties 11. Assessing English in the early years 12. Teaching English through texts

I like the way it supports developing subject knowledge in a very logical, easy to access way. I also like how it links with reading comprehension and makes use of research based evidence. - Diana Parton, University of BedfordshireThe book is clear and explains well. It does have critical questions which helps offset the 'on message' tone of it. - Deborah Nicholson, Bath Spa University

Jonathan Glazzard is Head of Academic Development at Leeds Trinity University, responsible for the implementation of the learning, teaching and assessment strategy across all courses. He was previously Head of Primary Initial Teacher Training courses at the University of Huddersfield and holds a National Teaching Fellowship.Jane Stokoe is a Deputy Headteacher in a Barnsley primary school. She is an experienced teacher and mentor of initial teacher training students and she contributes to the primary programmes at the University of Huddersfield. She has been teaching for 35 years.

• Introduction 1. Spoken language 2. Auditory, visual discrimination and vocabulary development 3. Early Reading Development (to include models/ theories) 4. Evidence-based teaching: the debate about phonics 5. Creative approaches to teaching phonics 6. Reading for Pleasure 7. Early Writing Development 8. Spelling and Handwriting 9. Grammar and punctuation 10. Supporting children with literacy difficulties 11. Assessing English in the early years 12. Teaching English through texts

I like the way it supports developing subject knowledge in a very logical, easy to access way. I also like how it links with reading comprehension and makes use of research based evidence. - Diana Parton, University of BedfordshireThe book is clear and explains well. It does have critical questions which helps offset the 'on message' tone of it. - Deborah Nicholson, Bath Spa University