Trudi Browne

“Our tamariki have embraced the approach as much as we as kaiako have.”

Frustration with the lack of resources to teach phonics led Trudi Browne to sign up for the Better Start Literacy Approach microcredential course.

“Our tamariki didn’t have a way to support their learning in phonics and then apply it systematically within their reading. We had heard great results were being achieved with the Better Start Literacy Approach and were keen to give our tamariki the best start possible in their learning.

Trudi has not been disappointed.

“The microcredential is practical, relates specifically to what is being taught and has supported our learning to be confident in leaping into using this approach. 

“The University gurus are open to any questions, and provide very timely support, all backed up by Zoom calls, videos, the online platform Learn, the wonderful Phonics Plus Readers, and the kete of physical resources that we use in every teaching session.

Trudi says the children are very enthusiastic to learn.

“They are bringing along their reading folders, keen to find out what their next learning is.

“The books relate to them, they are relevant contexts and they are clear in their formatting to support all early literacy concepts. They love the tiles that we use and enjoy the manipulation of the sounds to make words and then change them to new words. 

“They are reading the text and love to find the sounds that they know,” says Trudi. 

“Bingo has been a firm favourite as well as they show off what they know from their shared reading sessions.

“Vocabulary is being extended through the shared reading texts and tamariki are feeling pretty smart about using their new fancy words in conversations,” Trudi adds.

Trudi says whānau are also seeing progress with the new approach and are enthusiastic about its implementation. They appreciate the information sheets that go home outlining what their child is learning each week.

“We have had whānau coming into classes to say how much they were enjoying reading with their child; that they could see already that their child was reading rather than guessing. Some can’t wait to read the next book with their child as the books are engaging and don’t follow the predictable pattern that previously tamariki could memorise.

“You will see progress in your tamariki,” says Trudi. “The confidence that oozes out of them as they realise they are reading is infectious.”