This document outlines a presentation on a course to strengthen English language pedagogy for students with learning difficulties. It discusses introducing learning disabilities, emergent literacy, phonological awareness, planning reading and writing lessons, involving parents, and creating remedial materials including activities focused on blending sounds. The presentation covers defining key concepts, showing videos, group activities to practice skills, and using tables and smart art in the content layout.

1. Kursus Pemantapan
Pedagogi Pemulihan
Bahasa Inggeris Peringkat
Sekolah
This presentation is made by: Nurul Aini Adnan
from SK Tanjung Puteri

2. House rules:
 Use the smileys to communicate with the teacher.
 Each group is responsible to take care of its’ group reward slip.
 We must involve all of our friends during group activities.
 We must take care of the resources box and return it after each session.
 Role cards should be distributed evenly. All of us should have equal chance.
 We must be creative, helpful, cooperative and open-minded in our class.

3. Introduction to Learning disability
 What is learning disability?
 What are the types of learning disabilities that you know of?
 How do we integrate students with learning difficulties and normal one?
 Video

6. Literacy Awareness
 Pre-activity
 Who are responsible?
 What are the stages towards early literacy?
 How can we improve literacy awareness in our school?
 Video

7. 5 Predictors for Early Literacy

8. Emergent Literacy
 Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they
learn how to read and write words.[1] It signals a belief that, in literate society, young children—even one- and
two-year olds—are in the process of becoming literate.[2] Through the support of parents, caregivers, and
educators, a child can successfully progress from emergent to conventional reading.[3]
 The basic components of emergent literacy include:
 Print motivation: Being interested in and enjoying books.
 Vocabulary: Knowing the names of things.
 Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page.
 Narrative skills: Being able to describe things and events and to tell stories.
 Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and
recognizing letters everywhere.
 Phonological awareness: Being able to hear and play with the smaller sounds in words.[4]
 Emergent literacy is of critical importance in early education in light of research showing that children learn
skills that prepare them to read years before they start school

9. Phonological Awareness
 DEFINITION:
 Phonological awareness involves the detection and manipulation of sounds
at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3)
phonemes. Awareness of these sounds is demonstrated through a variety of
tasks (see below). Although the tasks vary, they share the basic requirement
that some operation (e.g., identifying, comparing, separating, combining,
generating) be performed on the sounds. It is assumed that the individual
performing these tasks must have awareness of the units of sound in order to
perform the operation.
 Group Activity: The are small papers pasted round the room. Runner should
memorize the words and tell other group members. Using the paper given,
match the words and its’ definition.

11. Planning teaching: Reading
 Video watching (what is it like to be dyslexic?)
Instruction component Program Activities and Techniques*
Sequencing
The teacher:
 Breaks down the task (e.g., starts by having the child break an unknown word into separate
sounds or parts they can sound out).
 Gradually reduces prompts or cues.
 Matches the difficulty level to the task and to the student.
 Sequences short activities (e.g., first spends 10 minutes reviewing new words from a previous
lesson, then 5 minutes underlining new words in the passage, and finally 5 minutes practicing
blends).
 Uses step-by-step prompts.
Segmentation
The teacher:
 Breaks down the targeted skill (e.g., identifying a speech or letter sound) into smaller units or
component parts (e.g., sounding out each speech or letter sound in that word).
 Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then
blends the sounds together).
Advanced organizers
The teacher:
 Directs children to look over material prior to instruction.
 Directs children to focus on particular information.
 Provides students with prior information about tasks.
 Tells students the objectives of instruction upfront.

12. Planning teaching: Writing

15. LD: Writing
 Penmanship
 Between dyspraxia and dysgraphia
 Fine-motor skills development
 The issues of the usage of iPads and tablets among Y Generation
 https://www.understood.org/en/learning-attention-issues/child-learning-
disabilities/dysgraphia/understanding-dysgraphia

16. How to involve parents
 Show them student’s work, video of their action etc
 Get parents to seek doctor’s diagnosis so that they can be labelled as MBK
 Intervention Program
 Absence: School must produce letter and involvement of school counsellor
 Call parent to inform what to do at home

17. Two Content Layout with Table
 First bullet point here
 Second bullet point here
 Third bullet point here
Group 1 Group 2
Class 1 82 95
Class 2 76 88
Class 3 84 90

18. Title and Content Layout with SmartArt
Step 1
Title
Step 2
Title
Step 3
Title
Step 4
Title
Step 5
Title

19. Building Remedial
Material
Groupwork

20. Material to teach
Blending

21. Blending sound