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Main Menu
 * Home
 * Who We Are – Our Strategies
 * PLD WorkshopsMenu Toggle
   * School-based in-person workshops
   * Regional in-person workshops
 * Our ResourcesMenu Toggle
   * PART 1Menu Toggle
     * Teacher Guides
     * Flashcards
     * Workbooks Young Learners
     * Videos Young Learners
     * Sounds Charts
   * INTERVENTIONMenu Toggle
     * Teacher Guides
     * Part 1 Flashcards Older Learners
     * Part 1 Workbooks Older Learners
     * Part 1 Videos Older Learners
     * Part 2 Workbooks Older Learners
     * Part 2 Videos Older Learners
     * Part 3 Flashcards Older learners
     * Workbooks-part-3 Older Learners
   * PART 2Menu Toggle
     * Teacher Guides
     * Flashcards
     * Workbooks Younger Learners
     * Videos Young Learners
   * PART 3Menu Toggle
     * Teacher Guides
     * Flashcards
     * Workbooks Younger Learners
 * ShopMenu Toggle
   * PART 1 Sets 1-9
   * PART 2 Sets 10-13
   * PART 3 Sets 14-17
   * Intervention
   * Price List
 * InternationalMenu Toggle
   * Kenya trial
   * Testimonials
   * Kenya publications
   * App for Africa
 * Contact Us



Eagle English Ltd is offering workshops on Structured Literacy approaches in
Terms 3 and 4, 2024. Our Mission is to provide educators with innovative and
appropriate strategies and resources to implement the well documented Science of
Reading, as it applies to Structured Literacy.

Our Vision  is to ignite in young people a love of language and reading that
will sustain them throughout life and give them the confidence to function
effectively in the modern world.

Eagle English is holding school-based and regional in-person workshops on
Structured Literacy approaches for: primary, intermediate and secondary ESOL
teachers  and teacher aides, and secondary teachers in Terms 3 and 4, 2024.
Selections will be made from the following courses to meet the needs of
foundation, elementary, intermediate and advanced level ELLs and mainstream
secondary learners.

Early childhood – Structured Literacy foundation – setting a literacy blueprint
through phonemic awareness

Early primary – setting a reading foundation through Structured Literacy

Intervention for older learners – using Structured Literacy to build reading
confidence

Read more

MY STORY – MARGARET CORNER

I  never expected to become involved in the fascinating world of early reading
and basic literacy.

How it started
I started this journey in Hong Kong after leaving my New Zealand secondary
school to become a Native English Teacher (NET) in a Hong Kong secondary school
for 6 years. Following this, my husband and I set up an education company which
offered professional development courses to teachers who at that stage were
transitioning to a new ‘Western’ style curriculum. We were invited by one school
to deliver a course on teaching phonics for older children. What??

Responding to the challenge 
I’m not one to turn down a challenge and that’s where my research began. Not
only was I expected to give guidance – I was also expected to produce an
original resource for the school to use. I very quickly involved my Australian
friend, phonics specialist and later close working colleague, to help.

New developments
The Fast-track Phonics resource evolved through many stages and countries over
many years. The first package of a 5-level course for pre-school and primary was
published by the Kenya government publisher in 2022. 

Motivation to form a New Zealand company
Shocked at the statistics and stories of declining literacy in my home country I
am strongly motivated to share the teaching strategies I have learnt for what is
commonly termed ‘structured literacy’. Eagle English Ltd (NZ) was formed.

Structured literacy benefits all learners
I have seen underprivileged children in an orphanage school in rural Kenya, and
on the outskirts of a Nairobi slum learn to read fluently at ages 5-6, using our
resource. I have also seen the same with children in a highly privileged school.
There is little difference.

I therefore cannot accept the excuse often touted in New Zealand that low
socio-economic status or lack of language rich backgrounds are the main
contributors to literacy failure in our children.

Structured literacy is a leveller. Children from language rich backgrounds may
have a starting advantage but that is all. All children should be able to read
fluently by ages 5-6  if the principles of the Science of Reading are adhered
to. There is an abundance of research in New Zealand and elsewhere to back this
claim.

The future
I am delighted to see that after a generation of ‘whole language’ teaching and
learning, and declining literacy rates, the larger New Zealand education sector
is waking up to the fact that there is another way. The path ahead looks
exciting. Momentum is gathering. Watch the literacy curve as it starts to rise.

See PLD Workshops for more information.



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