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Literacy in Primary and
Special Needs
Classrooms
Jane FarrallSpeech Language Therapist
AAC Support Services Manager
22nd - 25th May 2012
Jupiters Gold Coast Convention Centre
Queensland, Australia
www.spectronicsinoz.com/conference/2012
Linda Burkhart Joy Zabala Kelly Fonner
www.spectronics.co.nz/onlinetraining
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Literacy in Primary and
Special Needs
Classrooms
Program
• 9:30 – 11:00
• 11:30 – 1:00
• 2:00 – 4:00
LITERACY IN NEW ZEALAND
MOE 2009 – 2010 business
plan• Ministry Priority: Every child achieves
literacy and numeracy levels that enable
their success
• Sucess Indicator: Literacy & Numeracy
standards are implemented in a way that
takes account of issues for some children
with special education needs.
MOE Literacy Online
“Teachers need to be able to use a range of deliberate acts of teaching in flexible and integrated ways within literacy-learning activities to meet the diverse literacy learning needs of our students.”
Taken from http://literacyonline.tki.org.nz/Literacy-Online/What-do-I-need-to-know-and-do/Strategies-effective-pedagogy/Instructional-strategies-to-support-literacy/Deliberate-acts-of-teaching 5/11/09
NZ Literacy Taskforce
• “There is sound research that indicates that children
should not rely on context as the primary or only strategy
for working out unknown words but should develop the
use of word-level skills and strategies. For some
struggling readers, teachers may need to place a
stronger emphasis on the development of word-level
skills and strategies than for those children who quickly
develop alphabetic awareness and are able to use
language prediction skills such as context much more
readily.”• Taken from
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/ResearchAndStatistics/LiteracyResearch/ReportoftheLit
eracyTaskforce/Effective_Teaching.aspx#Best_practice_for_teaching_reading_and_writing 5/11/09
International Adult Literacy
Survey (OECD, 2003)
• Adult literacy is considered to be vital to the economic
wellbeing of developed countries. The increasing
complexity of our society and the need for a more
flexible and highly-educated workforce mean that
individuals need to be able to comprehend and apply
information of varying difficulty from a range of sources
to function effectively at work and in everyday life.
Therefore, governments and international organisations
are especially keen for some insight into any possible
deficiencies in literacy and numeracy skills.
• Taken from
http://www.educationcounts.govt.nz/publications/assessment/5731 5/11/09
Adult Literacy
• Approximately 20% of adults in NZ have
very poor literacy skills and will experience
considerable difficulties in using printed
materials daily
Adult Literacy
• Approximately 25% of adults in NZ can
only use simple printed material
Adult Literacy
• The rest of the population has literacy
levels at or above the ability to cope with a
varied range of material found in daily life
and at work
Adult Literacy
• The distribution of literacy skills within the
New Zealand population is similar to that
of Australia, the United States and the
United Kingdom.
Adult Literacy
• Approximately one in five New Zealanders
is operating at a highly effective level of
literacy.
Adult Literacy
• New Zealanders do less well at document
and quantitative literacy than at prose
literacy.
Adult Literacy
• The majority of Māori, Pacific Islands
people and those from other ethnic
minority groups are functioning below the
level of competence in literacy required to
effectively meet the demands of everyday
life.
Adult Literacy
• Labour force status and income are
related to level of literacy.
Adult Literacy
• Increased retention into the senior
secondary school appears to be
associated with improving literacy levels.
Adult Literacy
• Māori with tertiary qualifications have
literacy profiles similar to those of tertiary
educated European/Pakeha.
SO HOW DO WE TEACH
LITERACY?
EMERGENT LITERACY
Emergent Literacy
• Reading, writing, speaking and listening
influence each other so that literacy
emerges across time.
• Emergent literacy is “…the reading and
writing behaviours that precede and
develop into conventional literacy” (Sulzby,
• 1991)
Emergent Literacy
Emergent Literacy
Emergent Literacy
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Emergent Literacy Intervention
• Happens in the pre-school years for most
children
• Incidental learning and teaching about
letters, words, literacy concepts
• Children with poor phonological
awareness at the beginning of school may
not have had good emergent literacy input
Emergent Literacy
Emergent Literacy and Children
with Disabilities
• Light et al (1994), Frame (2000)
• Passive interaction pattern
• Larger number of new books
• Fewer repeated readings
• Less time spent on literacy activities
Emergent Literacy Intervention
• Some school aged children need
emergent literacy experiences before they
can develop conventional literacy
• Lots of simple books being read to them
• Chances to scribble with the alphabet
• Good literacy environment and models
• Need to make sure student gets exposed
to reading AND writing AND word
intervention
Emergent Literacy
Written language activities and experiences should not be withheld while speech, language, motor or other skill(s) develop to arbitrary,
prerequisite levels.Koppenhaver and Erickson (2000)
FORMAL LITERACY
Language
ComprehensionWord
Identification
Silent Reading Comprehension
Print Processing
Beyond Word Identification
(Slide from Erickson and Koppenhaver, 2010)
Beginning to Read
• Phonological awareness, letter recognition
facility, familiarity with spelling patterns,
spelling-sound relations, and individual
words must be developed in concert with
read reading and real writing and with
deliberate reflection on the forms,
functions, and meanings of texts (Adams,
1990).
Literacy Intervention
Phonics Whole Language
Both = Balanced
Instruction
Orange County Project
• Designed by the Centre for Literacy and
Disability Studies
http://www.med.unc.edu/ahs/clds
• Large scale project focusing on students
with reading difficulties within a whole
school system
• 2009 – 2010 school year
Slide from Erickson (2010)
22%
43%
35%
Fall Distribution of WTP Intervention Groups (n=618)
Word Identification Language Print Processing
Balanced Literacy Instruction
• A few different balanced literacy programs
now available
• They address both phonics and whole
language components of literacy
intervention
THE FOUR-BLOCKS
The Four-Blocks
• The Four-Blocks Literacy Model
• Created by Patricia Cunningham and
Dorothy Hall
• http://www.four-blocks.com/
Guided Reading
• Primary purposes are to assist students to:
• Understand that reading involves thinking and
meaning-making.
• Become more strategic in their own reading.
• Must use a wide variety of books and
other print materials.
Self-directed reading
• Primary purposes are to assist students to:• Understand why they might want to learn.
• Become automatic in skill application.
• Choose to read after they learn how.
• It isn’t self-directed if you don’t choose it
yourself.
• You can’t get good at it if it is too difficult.
Writing
• Students who write become better readers, writers and thinkers.
• Learn in classroom writing communities:
• Write for real reasons
• See others do so
• Interact with peers and teachers about written content, use and form.
Working with Words
• Primary purpose is to help students become strategic in reading words.
• Make words instruction:• Words based
• Experience based
• Age-appropriate
• Should result in students who read and write• More
• More successfully and independently
• With greater enjoyment
If All Children Are to Learn,
All Teachers Must Teach
Everything(Koppenhaver, Erickson & Clendon, 2008)
Technology to support the Four
Blocks
But remember....
ICT = It Can’t Teach
GUIDED READING
Language
ComprehensionWord
Identification
Silent Reading Comprehension
Print Processing
Beyond Word Identification
(Slide from Erickson and Koppenhaver, 2010)
Goals of Guided Reading• Help students develop the skills and
understanding necessary to be strategic in
reading a wide variety of texts.
• Provide experience with a variety of text
types.
• Increase ability to self-select and apply
purpose for comprehending.
• Listening comprehension is not a replacement
for the reading done in this block.
Guided Reading – beginning
readers
• 1 text per week
• Multiple forms of reading – choral,
echo, sharing, partner, etc.
Repeated Guided Reading
• Build confidence
• Help students become independent
Guided Reading Procedure –
beginning readers
• Picture walk
• Shared reading – “say anything”, “just
like”, “catch me if you can”.
• Action purposes – reader’s theatre,
drawing, etc.
• Linguistic purposes – sentence ordering,
word ordering, write our own version.
Guided Reading Procedure –
beginning readers
• Picture walk
• Shared reading – “say anything”, “just
like”, “catch me if you can”.
• Action purposes – reader’s theatre,
drawing, etc.
• Linguistic purposes – sentence ordering,
word ordering, write our own version.
Three Part Guided Reading
• Before – background knowledge, personal connection making and purpose setting.
• During – reading / listening for bulk of allocated time.
• After – follow-up and feedback related to pre-reading discussion. Also, related writing, drama, singing, etc. Connecting new to known.
Three Part Guided Reading
• Before – background knowledge, personal connection making and purpose setting.
• During – reading / listening for bulk of allocated time.
• After – follow-up and feedback related to pre-reading discussion. Also, related writing, drama, singing, etc. Connecting new to known.
Directed reading-thinking
activity (DRTA)
• Students look at titles or pictures and
PREDICT story.
• Students READ to a predetermined
stopping point.
• Students PROVE the accuracy of their
predictions and modify or make new
predictions.
Directed reading-thinking
activity (DRTA)
• Students look at titles or pictures and
PREDICT story.
• Students READ to a predetermined
stopping point.
• Students PROVE the accuracy of their
predictions and modify or make new
predictions.
K-W-L (Ogle, 1986)
• Know – what do I know?
• Identify key concept in text and ask students
to tell you what they know about it.
• Want: what do I want to know?
• Learn: what have I learned?
Kolah the Koala
Jon Resnick and Jan Davis
Purposes for reading
• Developing readers have not learned to
set their own purposes for reading.
• If a purpose is not set, the implied
purposes are “read this to remember
everything and read this to guess what I
am going to ask you”
• Purposes should be broad enough to
motivate processing of entire text.
Guided Reading
• A book for guided reading is usually read
and re-read through the week.
• Different purposes for reading it are set
each day.
• Students can participate in the reading
and in setting these purposes as they
become more skilled.
Alternatives to Oral Reading for
students with disabilities
• Partner reading – allows peers to help one another.
• Book club groups
• Everyone read to…..
• Reading through communication device
Exercise
• Read the book “Dear Zoo”
• Get into a small group
• Discuss how you would use this as a
guided reading text
• Set a different purpose for each day
Guided Reading Books
• Those you already have
• Information from the www
• Created books on topics of interest in
PowerPoint, Clicker 5, Boardmaker Plus,
Boardmaker Studio
• Tar Heel Reader
• Start-to-Finish Books
SELF-SELECTED READING
Self-selected Reading
• Increase the odds that students choose to
read once they are able
• Increase competence in skimming, scanning,
sampling, selecting appropriate and
interesting books
• Increase competence in sharing interest and
excitement about reading
• Increase fluency in application of skills
learned in guided reading and words blocks
Core Activities
• Read alouds
• Reader conferences
• Reader’s chair
Read Alouds
• Teacher to read to students every day
regardless of student’s age or reading
ability
• Select books that are at or near the
student’s listening comprehension levels
• Attract students to new authors and new
books by reading only the beginning of a
book and leaving them hanging
Books for older students
• Use popular song lyrics as texts
• Use magazine articles to create texts
• Create custom books
• Tar Heel Reader
How to encourage self selection
• Electronic book selection
• Shelf / book box for each student
• Make books interesting and exciting!
Self-selected reading for students
with disabilities
• Need to make books accessible to ALL
students
• Many children with disabilities have fewer
opportunities to practice than their peers
and when they do are often passive
participants (Koppenhaver and Yoder,
1992).
Making books accessible
• Books can also be made accessible in a
range of ways:
• page fluffers
• cardboard inserts
• book stands
• Electronic Page Turners
Electronic Page Turners
Joe’s Non-Netbook
Ebook Readers
Electronic Accessible Books
• Accessible books allow students to do independent reading
• Talking books also give them the option for support from the computer if needed.
Re-creating Picture Books
• One of the most common Accessible Books are re-created standard picture books.
• This lets children of all abilities read these books independently.
• Also lets us modify the books to suit individual students – make the text bigger for students with vision difficulties, simplify the presentation style for students who are visually distractible, etc.
Very Hungry Caterpillar in
Boardmaker Plus
Clive Eats Alligators in Clicker 5
Creating custom books
• Books with familiar photos can be more
meaningful and motivating for many
children
• You can make older content with simple
text
• Students can get involved in book creation
Created book in Boardmaker Plus
Advantages of books in
Boardmaker Plus• Books are accessible to ALL students
• Speech is easily obtained for support in high quality Australian voices
• Symbol support can be introduced if necessary
• Can package a group of boards with all associated files for easy sharing
• Students can choose whether they want speech support or not!
• Multimedia support (Flip Camera)
• Can program “if then” statements
I am Bryn in Boardmaker Studio
Advantages of books in
Boardmaker Studio• Books are accessible to ALL students
• Speech is easily obtained for support in high quality Australian voices
• Symbol support can be introduced if necessary
• Can program “if then” statements
• Words can be highlighted as read
• Books are a single grid set – no need to include photos or videos manually – VERY easy to share
• Students can choose whether they want speech support or not!
• Multimedia support (Flip Camera)
www.boardmakershare.com
• Free resource sponsored by Mayer Johnson
• Resources contributed by people all over the
world
• Find pre-made Boardmaker boards and
activities on a wide range of topics – literacy,
communication, behaviour management, etc.
Boardmaker Ready-Mades
• Include titles such as:
• Books-by-Design
• Hands-on Holiday Stories
• Hands-on Reading for Boardmaker
• Boardmaker Building Blocks: Reading
• Learning my ABCs
Created Book in Clicker 5
Advantages of books in Clicker 5
• Books are accessible to ALL students
• Speech is easily obtained for support
• Words can be highlighted as read
• Books are a single grid set – no need to include photos or videos manually – VERY easy to share
• Students can choose whether they want speech support or not!
• Multimedia support (Flip Camera)
• Global changes made easily
Clicker 5 Add-Ons
• Clicker Books – Daisy, Archie, Gamba, At
the River, Alliterative Stories, New to
English, Clicker Phonics, Find out and
Write About, Planet Wobble, Trackers for
Clicker, Oxford Reading Tree for Clicker
• Clicker Phonics
www.learninggrids.com
• Free resource from Crick
• Only Crick approved activities posted
• Lots of pre-made resources to support
literacy programs
Start to Finish
• A wide selection of age appropriate fiction
and non-fiction books.
• Ranging from beginning texts to more
complex.
• Each book in printed and electronic format
Tar Heel Reader
• http://tarheelreader.org/
• Lots of simple books on a wide variety of
topics suitable for older students (and
students of all ages)
• literacy!
MeVille to WeVille
• Literacy curriculum for students with
moderate to severe intellectual disability
• Three separate units
• Research based and research validated
(Erickson et al, 2005)
Joe
Joe - self selected reading
Exercise
• Write a book about any topic of your
choice!
• Pick a student or student group before
writing it
• Check Readability in Microsoft Word
MeVille to WeVille
• Literacy curriculum for students with
moderate to severe intellectual disability
• Three separate units
• Research based and research validated
(Erickson et al, 2005)
WRITING
Written Composition
• Written composition is the ultimate goal of writing instruction.
• Sub-skills such as spelling, punctuation and grammar usage are important, but their importance is determined by how much they assist the writer in composing a meaningful text.
• All things done in the name of writing instruction should build towards the long-term goal of improving independent composition of meaningful texts.
From Erickson and Koppenhaver, 2000
Writing
• Writing consists of a large number of sub-skills.
• These include:• Ideas, language, spelling, sensory motor skills, word
identification, word generation, etc.
• Many of these skills, especially operational skills, need to be automatic before a writer becomes fluent.
• Need to address both • the development of skills for writing
• meeting current requirements for writing (record school work, demonstrate knowledge, write to friends etc.).
From Erickson and Koppenhaver, 2000
Writing and Reading
• Without a pencil writing doesn’t improve
• Without writing, reading development will
be limited
• If a student doesn’t have a pencil, you
need to find one!
Developmental Spelling Stages
• Print has meaning (emergent writing) –scribble, numbers, letter-like strings, letters
• Visual Cue – read/spell in environmental context, tuned to distinctive visual features
• Phonetic Cue – sound it out, “glue to print” (initial sound, initial + final, initial, medial + final)
• Transitional – rule based e.g. putting past tense on every verb
• Conventional
Print has meaning stage
Print has meaning stage
Print-has-meaning intervention• Must learn that print has communicative
function
• Point out environmental print
• Create language experience texts
• Use Big Books and point to text as you read
• Use predictable books and pattern books
• Provide daily opportunities to write for real
reasons.
Visual Cue Stage
Joe’s developmental spelling inventory from camp
Visual Cue Intervention
• Must learn that letters and sounds are
systematically related
• Use patterned, rhymed text to foster
phonological awareness
• Encourage invented spelling
• Informal phonics instruction (there’s a B like in
your name Bob)
• Use voice output during writing activities.
Phonetic Cue Stage
Phonetic Cue Intervention
• Must learn automatic application of
decoding strategies and develop large
sight vocabulary
• Read, write, listen across tasks and texts
• Use words on the wall
• Begin using word prediction as soon as child
can pick first letter or the word represented.
Co:Writer 6
• Excellent word prediction and
writing/reading support
• Sarah Williams (2002) – great research on
how Co:Writer can help students write
Writing Intervention
• Inherently multilevel and individualised.
• Typically chaotic in classroom context.
• Goals: creating skills, experiences and interest to help children write well and use writing to accomplish their own purposes.
• Plan volume of writing versus quality of writing, number of pieces versus length of pieces.
Models
• Present the form to teach the form
Sentence Combining
• Direct instruction in producing more
complex syntactic structures.
• Give students sets of two or more
sentences to combine into one
• E.g. the box is heavy
• The box is big
• The box is full
Scales
• Also called rubrics – providing examples of
good writing on a specific area e.g. here’s
a piece of writing with good action verbs.
Now you write one.
Inquiry
• Pose a problem
• Compile data as a group
• Write about it as individuals
Free writing
• Also called Can’t stop writing
• Writing without standards (I.e. not even
teaching!)
• Big Paper Writing
Exercise
• Write a poem about rain.
Exercise
• Write a poem about kittens
Kittens, kittens (Anon.)
• Kittens kittens everywhere
Kittens chewing on my hair
Kittens climbing up my jeans
Kittens hanging from the screens
There's a kitten on each shoulder
Will they do this when they're older?
• Kittens fighting on the chairs
Kittens tumbling down the stairs
There's a kitten on my head
There's a kitten in the bread!
There's a kitten in my shoe
I don't believe we just have two!
Writing Intervention
• Focused mini-lessons on various aspects of the writing process e.g. brainstorming.
• These happen daily for the majority of writing time.
Writing Mini-Lessons
• Examples are
• Using a spellchecker
• Capitalising the first word of every sentence
• Brainstorming
• Revision (thinking like your audience)
• Poetry forms
• Using mind mapping
Writing for students with disabilities
• ALL students must be provided with a
pencil before they can start writing
ALL Students Need Access to a Pencil
that’s as Easy to Use as PossibleFrom the Writing With Alternative Pencils CD,
http://www.med.unc.edu/ahs/clds/available-for-purchase-1
•
•
•
•
Writing
On-screen keyboards
• Point and Click on-screen keyboards:
• Clicker 5
• DiscoverPro
• Built into many dynamic display communication
devices
• Accessed by:
• Mouses
• Joysticks
• Trackers
• Any other mouse alternative
On-screen keyboards
• Switch access with scanning display
• Clicker 5 with Crick USB switch interface
• Discover Pro with Intelliswitch
• Built into many dynamic display
communication devices
Scribbling with my pencil
Eye Pointing Displays
• MegaBee
• ETRAN
• Other low tech
eye gaze options
Eye Gaze systems
• MyTobii P10
• Vmax with EyeMax
• C12 with CEye
Speech Generating Devices with
keyboards
• Dynamic display allowing on-screen whole word
keyboards and the alphabet
• DynaVox V and Vmax
• Tobii C8 and C12
• Tobii Communicator
• Keyboard only
• LightWRITER
• DynaWrite
• Allora
Some options for production
difficulties
• Talking word processor
• Word prediction
• On computer
• In communication software
Talking Word Processors
• Clicker Writer (in Clicker 5)
• Communicate: SymWriter
• Write:Out Loud
• textHELP: Read and Write Gold
Word Prediction
• Co:Writer
• WordQ
• textHELP: Read and Write Gold
Word Prediction
• Available within many programs
• Can be turned on and off
• Very useful to build confidence
• Important when volume of text is the primary goal (especially with slower access)
• Should NOT be used when spelling is the primary goal e.g. making words
Some options for mechanics
difficulties
• Spelling
• Words on the wall
• Compare/contrast word analysis
• Making words
• Word prediction and/or spelling assistance
software
• Word banks
Kiwi word bank in Boardmaker
Studio
Language experience approach
• Student dictates a story to scribe
• Story is written using the student’s
language
• Story is re-read together and then
independently on multiple occasions by
the student
• Vocabulary in story becomes focus of
word study
Teaching strategies for planning
difficulties
• Revision
• Peer group writing
• Outlining / webbing (KWL, Inspiration)
• Writing on familiar topics
• Content instruction
• Inquiry approaches (these have the most
positive impact)
Joe Penguin Writing
Zoo
hug
water
joke
shut
walk
Dig pool
Fairy bubbles
The End
WORKING WITH WORDS
Early Reading Instruction
• Three primary views on what to emphasise in
early word level instruction
• Predictability
• Decoding
• Sight words
• Treated as mutually exclusive, yet are not.
• Question is not which is best, but how to make
the most of each.
Successful early reading instruction
• Decoding (phonics) and sight word instruction
• Frequent opportunities to read and re-read easy,
interesting and motivating books.
• Frequent opportunities to write for personally
meaningful reasons using invented spelling and
no standards
• Frequent experiences reading a book with an
adult for enjoyment and understanding.
Good readers’/writers’ strategies
• Recognise/spell most words immediately and automatically
• Recode words into sound, encode sounds into words
• Look at virtually all the words and letters
• Accurately and quickly pronounce infrequent, phonetically regular words.
• Recognise when a word is unfamiliar
Good readers’/writers’ strategies
• Decode/recode using spelling patterns and
analogy to similar letter patterns and
sounds associated with them
• Produce a pronunciation that matches a
real word already in oral vocabulary
• Re-read sentence to cross check with
context
Inner Voice
• People who use AAC talk about an “inner” voice.
• Typically developing children sound things “out
loud” then move to inner voice “saying in their
head”.
• Essential that we teach people who use AAC
develop to develop their inner voice early.
• Helps them to encode and recode, spell,
produce language, etc.
Working with Words
• Needs to be done very regularly
• Skills taught are essential for reading and
writing development
Letter name learning
• Associate with familiar foods, do-able
actions, familiar objects, pictorial
mnemonics
• Use of talking word processors with letter-
level feedback
• Use of alternative picture-based
keyboards with letter name feedback
Homemade Alphabet Books
• Make alphabet and letter books with
student’s names, topics…
Word Wall
• Used to teach words that you don’t want
students to have to work to decode or
spell
• Learning not exposure – about learning 5
words not being exposed to 20
• Need/want/use vs. curriculum driven
direct-instruction
Word Wall Content Basics
• High frequency words
• Generative patterns e.g. at, can
• High utility e.g. name, TV favourites
• Spelling demons I.e. words which are
often misspelt
Word Wall Use Basics
• 5 words a week
• Issue is deep, thorough knowledge
• Cumulative list
• On the wall until every kid consistently spells
word correctly without looking
• Introduce homophones in separate weeks,
not all at once
• Daily 10-minute activities
Word Wall
• “I’m thinking of a words starting with “a”. It
rhymes with wall. Who knows it? Great,
now spell it!”
• You can set up portable word walls and
word walls in dynamic display AAC
Systems
Introducing Words
• Put new word cards on separate display
• Pronounce each word and discuss
meaning or use
• Group claps, cheers, chants words
• Each child writes word
• Start next word
Daily activities
• Sponge – open wall spelling tests
• What if you were writing and you needed
to spell…
• Transfer lessons using an to spell man,
fan, can, etc.
• Transfer lesson with –ing, plural, etc.
• Go Fish
Daily Activities
• Mind Reader
• It’s on your word wall
• It’s a one beat word
• It begins with w
• It’s an action word
• It rhymes with bent
• Wordo - Bingo with words
• Cut up words and have child sequence
Bingo with word wall words in
Boardmaker Studio
Onset and Rime families
• E.g. ack, ail, ain, ake, ale, ame, an, ine
• Teach one word representing each of
these endings, then in other activities
teach the children what to do to transfer
“back” to “sack, hack”
Onset Rime
• Make Your Own DynaVox, Clicker 5, low tech
• Lots of free ideas on the web – Google for• Onset Rime activities
• Word Family activities
• Pre-made resources from Intellitools, AbleNet, Crick and many other options
• For older students Applied Word Reading Intervention http://www.cddh.monash.org/access/accessability2/awri/
Making Words
• Cunningham and Cunningham (1992)
• Scaffolded program to encourage people
to become confident about making
individual words.
Making Words
• Let’s have a look
Ear Spelling
• Teach children to write the sounds they hear in the order they hear them
• Encourage ear spelling in any preliminary draft writing• Independence
• Efficiency
• Maintain meaning focus
• Do NOT overemphasise or segment sounds in words
• AAC users should be encouraged to use first letter cueing and invented spelling in their communication long before they are able to read or spell conventionally
Guess the covered word
• Write a sentence on a board, covering one word.
• Read the sentence and ask students to suggest words that could fill in the blank.
• Uncover the initial consonant and modify list
• Uncover whole word and see which is correct
Hint Page
• AAC user can say “I have something to
say that is not in my device. Let me give
you a hint.”
• On the hint page, the AAC user can select,
describe, categorise, find similar word or
try to provide first letter for desired word
Accessible programs to support
Working with Words Block
• Clicker 5
• Clicker Phonics
• Boardmaker Plus
• Cloze Pro
• Jigworks
• Dynamic display AAC devices
Clicker 5 – Onset Rime
Clicker 5 – Making Words
Clicker Phonics
• Takes children from the first steps of
discriminating environmental sounds right
up to systematic synthetic phonics
Boardmaker Plus - Onset Rime
Cloze Pro
Jigworks
Dynamic Display AAC Devices
WordMaker / Simon Sounds It
Out / Systematic Sequential
Phonics
Reading Doctor
Packaged Literacy Programs
• Most literacy programs will produce an
immediate change in a school
• Most literacy programs address one area
of literacy intervention – and students who
require intervention in that area improve
• Over time, the improvement falls off and
schools look for a new approach
• OR schools implement components of
other programs to supplement
Orange County Project
• The students were in the first 8 years of
school
• Working towards the ultimate goal of all
literacy programs – silent reading
comprehension!
Willans Hill School Project
• Small special school in NSW
• Have been doing four blocks in some parts
of the school since 2008
• Starting next year, four blocks will be used
in all classrooms
• All students will have a pencil and
participate in all programs
• Commencing with a 2 day training in WTP
assessment late this year
•Language
•Comprehension•Word
•Identification
•Silent Reading Comprehension
•Print Processing
•Beyond Word Identification
Concluding remarks
• Automatic and accurate decoding are essential
to successful silent reading comprehension
• You cannot rely solely on a single phonics, sight
word or predictability approach to instruction, if
you want students to successfully learn to read
• Instruction in word reading is only one
component of a reading/writing instructional
program
References
• Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
• Cunningham, P.M., & Cunningham, J.W. (1992). Making Words: Enhancing the invented spelling-decoding connection. Reading Teacher, 46, 106-115.
• Cunningham, P.M., Hall, D.P. & Defee, M. (1991) Nonability grouped, multilevel instruction: A year in a first grade classroom. Reading Teacher, 44, 566 – 571
• Department of Education, Employment and Workplace Relations (2009, February 12). Literacy and Numeracy Key Initiative. Retrieved February 12, 2009 from http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/key_issues/literacy_numeracy/
References
• DEST (1998). Literacy for All: The Challenge for Australian Schools. Canberra, ACT: Commonwealth Department of Education, Science and Training.
• DEST (2005). Teaching Reading: Report and Recommendations. Canberra, ACT: Commonwealth Department of Education, Science and Training.
• Erickson, K., Clendon, S., Abraham, L., Roy, V. & Van de Carr, H. (2005). Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities. Assistive Technology Outcomes and Benefits, 2(1), 45 –54.
• Hiebert, Elfrieda H. and Taylor, Barbara M. (eds) (1994) Getting Ready Right from the Start. Effective Early Literacy Interventions, Allyn and Bacon, Old Tappan
References
• Hillocks, G., Jr. (1995). Teaching writing as reflective practice. New York: Teachers College Press.
• Katz, L. (1997) “A Developmental Approach to Teaching Young Children”, plenary address presented to the 1997 Early Years of Schooling Conference, in 1997 The Early Years: Embracing the Challenges.Conference Proceedings, Education Department of Victoria, Melbourne
• Koppenhaver, D., Erickson, K. & Williams, A. (2008) “Comprehensive Literacy Instruction for Students with Complex Communication Needs. AGOSCI 2008 National Tour. Workshop handout, AGOSCI.
References
• Koppenhaver, D., & Yoder, D. (1992). Literacy issues in persons with severe physical and speech impairments. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. 2, pp. 156-201). New York, NY: Teachers College Press.
• Musselwhite, C. & King-DeBaun, P. (1997) Emergent Literacy Success, Merging Technology and Whole Language. Park City, Utah.
