Teaching students unable to read, spell and write

What to teach? When to screen? How to cater for the range in ability?  
This course will provide you with the structure and tools to improve the literacy outcomes of your students in Junior, Middle and Upper primary with weak skills. 

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

Course Description

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.

This cost effective short course is comprised of 2 installments

Installment 1: Early decoding (reading) and establishing the prerequisites
Installment 2: Early spelling (and writing) and establishing the prerequisites

Register today for just $79.00

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Interested in this training for more of your team?

We offer discounts for group sign ups. To buy multiple licences for this online course head across to our online shop.

Interested in knowing more details about this course?

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.                      

At the end of my course, students will be able to...

• Implement time efficient screening within minutes that will determine the basis of your plan and program for students with low entry levels.
• Understand and have the confidence to implement short 5 minute explicit instruction sessions targeting appropriate skills.
• Transition students from pre literacy into early reading, spelling and writing.
• Understand the basics of early reading and synthetic phonic theory, which underpins this course.
• Achieve increased early literacy outcomes for your students.
• Be confident when teaching students with low ability levels.
• Apply the content of the course to other programs, not just PLD’s published range.
• Implement specialist processes for the students operating below their age matched peers.

Who should take this course? Who should not?

• The course aims to equip anyone working students are not yet reading, spelling and writing.
• Literacy Coordinators, Education Assistants or Junior Primary Coordinators (looking for positive early identification processes within schools).
• Student teachers and parents
• Tutors aiming to devise a program for the students they are working with.
• Speech pathologists, educational psychologists or occupational therapists working within the realm of early literacy.
• School learners and administrators will also benefit from the simplicity of the content which offers practical solutions to many classrooms.

What will students need to know or do before starting this course?

• The online course is ideal for the beginning of a school year, but it can be commenced at any time within an academic year.
• The course provides an overview of theory but is very practical in nature, demonstrating many ways to approach the Foundation school year.

What materials/software do the students need and what actions do they have to perform before the course begins?

• Download the screening tools and notes before each installment.

Register today for just $79.00

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Discounts available for multiple licence purchases.

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Got more questions? Our FAQ page answers our most commonly asked questions, or feel free to email us at [email protected].