Recommended for - staff working with students who have particularly weak skills in Junior, Middle and Upper primary.
Course presenter - Diana Rigg BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)
Course length - 2.5 hours
Access to course - 90 days
Certificate - Awarded upon completion
Supporting materials - Referenced material available for download
When educators find themselves with student unable to read, spell and write, it is easy to feel ill-equipped to deal with the specific needs of this particular group of students.
There can be a range of reasons why children enter Year 1-6 unable to read, spell and write. For some students, it may be poor school attendance or socio-economic factors that have impacted on their schooling. For others it may be that English isn’t their native language, while for others it may be that students are presenting with a lower IQ.
Regardless of the contributing factors, this short course aims to provide specialist training so those working with these students have the knowledge, tools and skills to deliver targeted, explicit instruction to help facilitate the development of early literacy skills.
Installment 1: Early decoding (reading) and establishing the prerequisites
- An explanation of 'The Junior Primary Reading Profile' which can be used once pre (or emergent) literacy skills have been acquired.
- Clarification of the difference between a poor reader and a non-reader.
- An investigation of the two KEY skills involved in early decoding/reading.
- Provision of assessments to track pre-reading and early decoding/reading skill development.
- An outline of the explicit instruction that is required to facilitate early decoding/reading. - Suggestions focused upon the management of these students within the classroom.
- A brief discussion of research relating to early reading and synthetic phonics.
Installment 2: Early spelling (and writing) and establishing the prerequisites
- An explanation of 'The Junior Primary Spelling Profile' which can be used once pre (or emergent) literacy skills have been acquired.
- Clarification of the difference between a poor speller and a non-speller.
- An investigation of the three KEY skills involved in early spelling.
- Provision of assessments to track pre-spelling and early spelling skill development.
- An outline of the explicit instruction that is required to facilitate early spelling. - Tips regarding when it is possible to engage in writing tasks.
Teaching the alphabet
In a manner that supports reading, spelling and writing(9) 5.0 average rating
Raising Writing Standards
Through the medium of dictation(8) 5.0 average rating
Synthetic phonics within the junior primary
Catering for the range in ability(20) 4.8 average rating