Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The development of aspects of language in human life is very important. A
language is a tool of education and interaction between individuals. Language development
problems in early childhood that often arise are late language emergence (LLE). From some
previous studies, stimulation and education factors become guidelines for teachers and
parents in providing appropriate stimulation through the principle of play while learning and
adapted to the development and age of the child. The purpose of this study is to describe the
role and strategy of stimulating children's language development during the COVID
pandemic. The design of this study uses the method of literature study or literature review.
The results and discussion of strategies for developing children's language for 1-2 years old
can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While
strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and
Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4)
Providing literacy activities.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The development of aspects of language in human life is very important. A
language is a tool of education and interaction between individuals. Language development
problems in early childhood that often arise are late language emergence (LLE). From some
previous studies, stimulation and education factors become guidelines for teachers and
parents in providing appropriate stimulation through the principle of play while learning and
adapted to the development and age of the child. The purpose of this study is to describe the
role and strategy of stimulating children's language development during the COVID
pandemic. The design of this study uses the method of literature study or literature review.
The results and discussion of strategies for developing children's language for 1-2 years old
can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While
strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and
Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4)
Providing literacy activities.
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
Annotated bibliography prespared for a special education class. Ten papers presented. This bibliography involves hearing loss, with which I have some prior employment experience.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Co-Design Toolkit & Report: Working with Dyslexia Helena Parewyck
This project is about Co-Creation and Co-Innovation specifically co-designing with toolkits for children who have learning differences, particularly Dyslexia.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
Listening skill competency is one of the challenges of all four English skills for EFL English as a Foreign Language learners. This study investigates the correlation and the influence between listening strategies and listening comprehension. The objective of the study is to find out whether pre listening, while listening and post listening activities are the most effective activities to students' listening comprehension. Thirty students in the University of Computer Studies, Mandalay in 2018 2019 academic years participated in this study. The research data was collected by using IELTS test. It was found that while listening activities for improving listening skill had a very positive impact on the students. Thiri Soe Win | Win Yu Yu Maung "The Effect of Listening Activities on Students' Listening Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27902.pdfPaper URL: https://www.ijtsrd.com/other-scientific-research-area/other/27902/the-effect-of-listening-activities-on-students%E2%80%99-listening-comprehension/thiri-soe-win
This paper evaluates the linguistic and pedagogical skills of English language teachers in a multilingual milieu. The survey research method was adopted in this study. The target population for this study comprised teachers and students in public secondary schools in Ado-Ekiti. A total of one hundred teachers and one hundred students were drawn from three separate schools. A self-constructed questionnaire was carefully and specially designed to obtain the necessary data required for the execution of this study. Percentage and frequency counts were used to analyze the data. Findings revealed that language teachers evaluate pedagogical contents regularly. It showed that the aspects teachers evaluated most were the cognitive skills of grammar, followed by essay writing but it is surprising that teachers do not frequently evaluate affective skills of oral English, comprehension and dictation. Moreover, of all the linguistic skills, listening, speaking and observation were less frequently evaluated while reading and writing were averagely evaluated. Finally, findings revealed some constraints to the effective pedagogical evaluation to include large classes, non-challant attitude of students, inadequate facilities, wide syllabus, lack of motivation, incompetence and inadequate time. Based on the findings, it was recommended that regular exposure to educational opportunities where teachers could be made to learn innovative evaluative techniques should be made available in schools.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
Annotated bibliography prespared for a special education class. Ten papers presented. This bibliography involves hearing loss, with which I have some prior employment experience.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Co-Design Toolkit & Report: Working with Dyslexia Helena Parewyck
This project is about Co-Creation and Co-Innovation specifically co-designing with toolkits for children who have learning differences, particularly Dyslexia.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
Listening skill competency is one of the challenges of all four English skills for EFL English as a Foreign Language learners. This study investigates the correlation and the influence between listening strategies and listening comprehension. The objective of the study is to find out whether pre listening, while listening and post listening activities are the most effective activities to students' listening comprehension. Thirty students in the University of Computer Studies, Mandalay in 2018 2019 academic years participated in this study. The research data was collected by using IELTS test. It was found that while listening activities for improving listening skill had a very positive impact on the students. Thiri Soe Win | Win Yu Yu Maung "The Effect of Listening Activities on Students' Listening Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27902.pdfPaper URL: https://www.ijtsrd.com/other-scientific-research-area/other/27902/the-effect-of-listening-activities-on-students%E2%80%99-listening-comprehension/thiri-soe-win
This paper evaluates the linguistic and pedagogical skills of English language teachers in a multilingual milieu. The survey research method was adopted in this study. The target population for this study comprised teachers and students in public secondary schools in Ado-Ekiti. A total of one hundred teachers and one hundred students were drawn from three separate schools. A self-constructed questionnaire was carefully and specially designed to obtain the necessary data required for the execution of this study. Percentage and frequency counts were used to analyze the data. Findings revealed that language teachers evaluate pedagogical contents regularly. It showed that the aspects teachers evaluated most were the cognitive skills of grammar, followed by essay writing but it is surprising that teachers do not frequently evaluate affective skills of oral English, comprehension and dictation. Moreover, of all the linguistic skills, listening, speaking and observation were less frequently evaluated while reading and writing were averagely evaluated. Finally, findings revealed some constraints to the effective pedagogical evaluation to include large classes, non-challant attitude of students, inadequate facilities, wide syllabus, lack of motivation, incompetence and inadequate time. Based on the findings, it was recommended that regular exposure to educational opportunities where teachers could be made to learn innovative evaluative techniques should be made available in schools.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
Speech Sound Pics (SSP) Overview for Schools Doc - Teaching Reading, Writing and Spelling in Mainstream Schools.
Contact us for pdf.
info@wiringbrainscom
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
The Reading Whisperer shares some ideas for primary school teachers and learning support staff regarding older students who are struggling with reading and spelling.
Year 1 SSP session with focus on Speech Sound Harry (phonemic awareness) and then intro to sound pic 'oo' as two variations - on whiteboard. Class splits to tables to do 'jobs' and Miss Emma takes children for SpeedySSP session in small groups (differentiated)
This is the power point used for whiteboard. Download so the animations work.
www.speedyssp.com
www.facebook.com/readaustralia
Download power point so the animations work- and watch lessons with Miss Emma, using this powerpoint, for ideas.
These cover Green and Purple Levels - the focus however is purely on developing phonemic awareness, the MOST important part for the brain.
www.speedyssp.com
www.myspeedyssp.com
www.facebook.com/readaustralia
Power point used by Miss Emma for Prep lesson. Whole Class Speech Sound Harry (not all used, but listed for use by class teacher at other times) - intro to 'sh' and then 'b' activities on table tops while Miss Emma does some small group SpeedySSP at own level.
www.speedyssp.com
www.facebook.com
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Curriculum Foundations
Taya Hervey-McNutt
Dr. Teresa Lao
EDU 555: K-12 Curriculum Design & Development
August 16, 2021
Curriculum Foundations
Introduction
Math is disliked by the majority of students both inside and outside of Farell County. This
experimental curriculum will target 4th-grade kids' weak math performance. A vast percentage
of the students understand math to be complex numbers that are tough to comprehend as well as
memorize. Some students may also find it frustrating to have to repeat the same tasks over and
over again in order to grasp the concept, as math necessitates making numerous mistakes. Math
can also be a subject that possibly inhibits their creativity when compared to other subjects like
Science or English; more hands on creative thinking.
According to a National Center for Education poll, most students have adopted math
stereotypes as a result of hearing their parents say math is difficult and boring. Notwithstanding
this, some people believe that math is a fantastic subject that pushes pupils to work hard. The
discipline is one of the least well-performing subjects in the United States.
The Farrell school district was listed among Pennsylvania's bottom 50 school districts.
Approximately, 16% of its kids are proficient in math, with grade 4 students performing the
worst. In 2018, the percentage of students who performed poorly in mathematics in grade 4 was
58 percent, compared to 50 percent in other grades (Farell, 1). Math is an important subject that
can help pupils in a variety of ways. It improves their problem-solving abilities, assists them in
better understanding the world, and provides them with skills that they can apply to real-life
situations (Sammons, 2). These abilities are critical for students in this field, as poor results are
linked to the country's poverty levels. The Farrell school district is located in a low-income
neighborhood with a high teacher turnover rate. The student-to-teacher ratio is 15:1, which is
lower than the recommended ratio (Stebbins & Sauter, 3). The schools do not have a
well-structured curriculum that can help students enhance their grades. Furthermore, the majority
of parents are uneducated and fail to help their children, while teachers contribute to the
achievement disparity.
The anticipated learning results from the start of the pilot program are known as
instructional goals. Problem-solving, critical thinking, enhanced mathematical confidence, and
understanding the mathematical language are the four teaching aims.
Behavioral Curriculum Approach
A curriculum approach depicts the various perspectives on curriculum design and
development, as well as the roles of teachers, students, and curriculum specialists in curriculum
planning. It also contains the curriculum's aims and objectives. A methodology to curriculum
represents a person's perspective of the world, including what he or she considers to be true, the
values that are import ...
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Learning to Read using a Skills Acquisition Process - The Speech Sound Pics Approach (SSP)
Increasing white matter, wiring ALL brains for reading and spelling.
www.wiringbrains.com
What is SSP https://www.youtube.com/watch?v=CvwlEVoQuis
Case Study - Learning to Read Using SSP
https://www.youtube.com/watch?v=YKnWknpY_3Y
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
www.wiringbrains.com
Christopher Pyne must commit to phonics, or go home.
If you are pushing for phonics, you must get rid of whole language based assessment tools ie PM Benchmarking.
www.rethinkingbenchmarks.com
Wiring Brains Education
www.WiringBrains.com
Keywords:
christopher pyne, dyslexic, phonics, read australia, reading whisperer, whole language, wiring brains, emma hartnell-baker, miss emma,
A new approach to teaching reading, writing and spelling. The program not only ensures the best outcomes for students but actually trains and guides teachers. 'Visible Learning' at the highest level !
This shows the Teaching and Learning Cycle from Education NSW, but with a difference. The program does most of the work shown in the cycle!
www.wiringbrains.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM Benchmarking..all have to go !
1. A plea from former UK OFSTED (Office for Standards in
Education) Inspector ‘Miss Emma’ regarding PM Benchmarking,
Running Records, Reading Levels, Guided Reading and the
Three Cueing System.
“Research must trump ideology, or schools using these
approaches will continue to fail around 30 – 45% of
Australian students. We must follow the lead of the UK
government. All children deserve to experience the joy
of independent reading, for pleasure, by the age of six.
Resources and approaches that prevent this from
happening, such as the Three Cueing system, and
Guided Reading must be removed from Australian classrooms without delay. There must
be a more proactive drive from the education department to mandate that evidence based
strategies and tools that align with the Big Six replace them. The Speech Sound Pics (SSP)
Approach is one such example.’
The LDA (Learning Difficulties Australia) is an association of teachers and other
professionals dedicated to assisting students with learning difficulties through effective
teaching practices based on scientific research. In May of 2015 a statement was released
to clarify their position with regards to the teaching of reading in Australia.
The ‘LDA supports approaches to reading instruction that adopt an explicit structured
approach to the teaching of reading and are consistent with the scientific evidence as to
how children learn to read and how best to teach them. This approach is important for all
children, but is particularly important for children who have difficulty in learning to read
…
This does NOT include programs that follow a whole language or ‘balanced literacy’ approach,
which place emphasis on the three cueing system and guessing from context as acceptable
strategies for identifying words.
..
Examples of programs that follow a whole language or ‘balanced literacy’ approach
include but are not limited to programs such as Reading Recovery and the literacy
approaches developed by Fountas and Pinnell, including Levelled Literacy Intervention
and Guided Reading.’
This was made clear in the UK almost a decade ago, following the Rose Report.
In the Primary National Strategy (2006a), the three cueing model (known in England as
2. the Searchlight model) is finally and explicitly discredited. Instead, the Strategy has
acknowledged the value of addressing decoding and comprehension separately in the
initial stage of reading instruction.
“ … attention should be focused on decoding words rather than the use of unreliable
strategies such as looking at the illustrations, rereading the sentence, saying the first
sound or guessing what might ‘fit’. Although these strategies might result in intelligent
guesses, none of them is sufficiently reliable and they can hinder the acquisition and
application of phonic knowledge and skills, prolonging the word recognition process and
lessening children’s overall understanding. Children who routinely adopt alternative cues
for reading unknown words, instead of learning to decode them, later find themselves
stranded when texts become more demanding and meanings less predictable. (Primary
National Strategy, 2006b, p.9).”
The Australian Inquiry into the Teaching of Literacy.
The first letter, published in The Australian, was signed by 26 researchers and
practitioners and warned of problems in the way reading was taught in schools, which
continued to ascribe to the "whole language" view that learning to read was like learning
to speak and children would pick it up if they were read to. The 2004 letter said this view
ignored 20-30 years of reading research, which found that mastering the letter-sound
combinations and how to join sounds to make words were the necessary early steps in
learning to read.
The letter was prompted by the results in the international Progress In Reading Literacy
Study tests that revealed almost 25 per cent of Year 4 children in Australia failed to meet
the standard in reading for their age, to the shock of many educators and governments.
"We have significant problems in education from the beginning stages, in that we do not
teach reading well," the letter says.
"We do not use approaches known to be effective in initial reading instruction. As a
nation, we do not routinely screen students entering school for underdeveloped pre-
reading skills critical for facilitating learning to read, nor do we monitor student progress
... in a manner that allows for successful early intervention with students failing to
progress.
"We do not redress our early system failure during the middle primary years. In the
secondary years, we have a significant group of disillusioned students who have lost
contact with the curriculum because of these earlier issues. We tend to focus attention
3. and resources upon compensatory educational options instead of emphasising the
resolution of our earlier mistakes.
"The sequence of initial failure-shame-frustration-disengagement-dropout is predictable and
ongoing. Currently, it is being addressed piecemeal, as if they were separate problems."
As a result an Inquiry was commissioned.
The inquiry, chaired by the late expert on teaching and learning Ken Rowe, found that
teachers were not properly trained in how to teach reading, with many universities failing
to devote any time to the subject.
The Rowe report made 20 recommendations, none of which was implemented. A
subsequent inquiry in 2009 by the dyslexia working party made similar recommendations
about teacher education, but these have not been introduced either.
"Federal governments have known about this problem for nearly a decade, and have
received advice from two independent committees of investigation about how to deal with
the problem," yesterday's letter says. "This advice has been ignored. Little productive
change has eventuated at the policy level, much less at the classroom level.
"Indeed, if the recommendations of the NITL (National Inquiry into the Teaching of
Literacy) were adopted, wholesale retraining of teachers would be necessary to provide
them with the understanding of literacy not presented to them in their own teacher
training. We need a vast shake-up at all levels of teacher training. We ... urge your
immediate attention to what has become a national disgrace."
http://www.readaustralia.com/inquiry_teach_reading.htm
We are renewing this urge for immediate
attention through the Give a Duck Campaign.
Also by offering the solution for change
through SSP; an inexpensive, fun, easy to
implement and highly effective approach that
allows even the most inexpensive teacher to
meet the needs of all students.
Why is it so important?
Nobel Prize winning economist James Heckman’s (2000, 2005) offers an overview of the
economic aspects of human skills formation. Heckman concludes that investment in the
learning development of young children is crucial. For Heckman, literacy competence is an
essential area of learning investment in the young, being a ‘skill that begets many other
4. skills’ (an index of ‘self-productivity’, as he calls it), because it constitutes a ‘key part of
our capacity to increase our capacity’'
Literacy under-achievement has high social and economic costs in terms of both health
and crime. The Committee for the National Inquiry for the Teaching of Literacy received
evidence indicating that the overlap between under-achievement in literacy (especially in
reading) and poor behaviour, health and wellbeing, is a major issue to the extent that
what should be an ‘education issue’ has become a major health issue (e.g., DeWatt et al.,
2004). According to the Royal Australasian College of Physicians, an increasing number
of parents are seeking help from health professionals throughout Australia for their
children whose self esteem and behaviour problems have arisen as a consequence of (or
are exacerbated by) learning difficulties and failure to acquire adequate literacy skills.
If we want to bring about radical change, as in Finland, the focus becomes on individual
children, and on the journey that prepares each child for life. Students learn to read for
pleasure and to learn, and teachers proactively develop an intrinsic desire to do so. This
means that a big part of the journey becomes a focus on what the student chooses to
read... The struggle at night becomes getting them to switch off the light and stop
reading….not getting their 'levelled reader' out in the first place.
Reading for pleasure is more important for children’s educational success than their
family’s socio-economic status, says the Organisation for Economic Co-operation and
Development (OECD), Reading for Change, Programme for International Student
Assessment (PISA).
According to Nell (1988), reading for pleasure is a form of play that allows us to
experience other worlds and roles in our imagination. Holden (2004) also conceived of
reading as a “creative activity” that is far removed from the passive pursuit it is
frequently perceived to be. Others have described reading for pleasure as a hermeneutic,
interpretative activity, which is shaped by the reader’s expectations and experiences as
well as by the social contexts in which it takes place (e.g. Graff, 1992).
But reading for pleasure is so much more than just a form of play or escapism – it is also
a way of connecting with text. According to Pullman (2004), writing on the features that
make reading pleasurable:
Consider the nature of what happens when we read a book…. It isn’t like a lecture: it’s
like a conversation. There’s a back-and-forthness about it. The book proposes, the reader
5. questions, the book responds, the reader considers.
And we are active about the process… We can skim or we can read it slowly; we can
read every word, or we can skip long passages; we can read it in the order it presents
itself, or we can read it in any order we please; we can look at the last page first, or
decide to wait for it; we can put the book down and … we can assent or we can
disagree.
Research from the Organisation for Economic Co-operation and Development (OECD,
2002) showed that reading enjoyment is more important for children’s educational
success than their family’s socio-economic status. Reading for pleasure could therefore be
one important way to help combat social exclusion and raise educational standards.
According to Krashen (1993, p. 85), who is a major proponent of the value of reading for
pleasure:
When children read for pleasure, when they get “hooked on books”, they acquire,
involuntarily and without conscious effort, nearly all of the so-called “language skills”
many people are so concerned about: they will become adequate readers, acquire a large
vocabulary, develop the ability to understand and use complex grammatical constructions,
develop a good writing style, and become good (but not necessarily perfect) spellers. (But
don't worry; the Speedy Six takes care of that!)
Although the cornerstone for lifelong reading is laid in the early years, we also know that
it is never too late to start reading for pleasure (Sheldrick-Ross, McKechnie and
Rothbauer, 2005).
The National Literacy Trust cites overwhelming evidence that literacy has a significant
relationship with a person’s happiness and success. A deep engagement with storytelling,
and great literature, link directly to emotional development in primary children, according
to the UK Inquiry (The Rose Review, 2008 Independent Review of the Primary School
Curriculum.)
There is a strong association between the amount of reading for pleasure children
reported and their reading achievement, reports the Progress in International Reading and
Literacy Study (PIRLS) (National Foundation for Educational Research, 2006, Twist et al.
National Report for England)
But the academic benefits of a strong leisure reading habit are not confined to improved
reading ability. Leisure reading makes students more articulate, develops higher order
6. reasoning, and promotes critical thinking, says the National Endowment for the Arts in
"To read or not to read", 2007.
So let us break it down - it is clear that children should be able to read for pleasure, not a
level, but how do we ensure that children CAN read for pleasure?
Over the past four decades, numerous large-scale reviews of research into the effective
teaching of reading have occurred in North America, Britain and Australia in an attempt
to provide definitive and evidence-based guidelines for education systems (Adams, 1990;
Anderson, 1985; Chall, 1967, 1996; DEST, 2005; NICHD, 2000; Rose, 2006). There is a
compelling consistency in the findings and recommendations of these met analyses.
This paper http://www.decd.sa.gov.au/literacy/files/links/link_157541.pdf brings together
those findings within a framework containing six major components. “While it is
somewhat perilous to reduce a complex behaviour such as reading into a small number of
component parts, for the purposes of clarity and ease of understanding, the framework is
offered here as one way of synthesising the major findings of an enormous number of
empirical studies into the components of an effective reading program. Each of the
following six components will be expanded in future papers that will provide key messages
and strategies for classroom implementation.”
The ‘Big Six’ comprise of Oral language / Phonological awareness (specifically phonemic
awareness, a subset crucial for reading and spelling) / Phonics / Vocabulary / Fluency /
Comprehension
There is a ‘preparing the brain to be ABLE to read’ phase (1), a ‘learning to read’ phase
(2) and a ‘reading with higher order thinking, to excite the heart and soul’ phase. (3)
Within SSP students go through the first two phases in class, together, using
differentiated teaching, so that they ALL enter Year 2 already in Phase 3 and are on a
more even playing field. The focus is then on reading for pleasure, curriculum content, and
further developing higher order thinking, and high level writing skills. The two go hand in
hand.
So the elements of the Big Six are embedded within Phase 1 (Oral Language and
Phonemic Awareness) and Phase 2 (Oral Language, Phonemic Awareness, Phonics,
Vocabulary, Fluency and Comprehension. Why is there a ‘Phase 1’?
7. Some children are ready to move to Phase 2 in week 2 of Prep! This structure ensures
that ‘red alert’ students are picked up straight away however, as this warns us of
potential issues, eg Dyslexia.
The basic Phase 2 routine ensures that teachers include every element of the Big Six, for
two hours, daily.
Use the SSP free ‘coded reader’ site SSPReaders.com to download and order codable
readers, to reinforce code knowledge during the learning to read phase (SSP Phase 2).
Readers are organised according to the explicit teaching order of the code, and align with
the UK Government program Letters and Sounds.
8.
9. When they are fluently code mapping, with comprehension, they are no longer in the ‘learning to
read and spell’ phase and move into Phase 3.
So in Prep and Year 1 teachers confirm what students already know – i.e. ‘your child is
on the Yellow Code Level’, and parents know what this means. Students work through
Green, Purple, Yellow and Blue Code Levels, with rapid coding and comprehension at that
code level. Everyone speaks the same language. Students understand their own learning
journey.
For Australia to really move forward, and no longer send students into year 2 in the
‘learning to read’ phase, simply use SSP, so that the whole code has been taught explicitly
and discovered using inquiry learning. But also use it so that children are not just able to
read, but CHOOSE to read. They go through the 4 Code Levels in the learning to read
phase (these align with the UK Government program Letters and Sounds) and are then
known as Clever Clouds i.e. ‘readers’. You can Probe test them for a ‘level’ if you have to,
but during the year there are no ‘reading levels’ and children choose what they want to
read for silent and shared reading times. The National Curriculum dictates what they read
10. to learn. The teacher also chooses books to share with the class, as a way to evoke oral
comprehension.
‘Australia could become a country obsessed with ‘reading for pleasure and not a 'level'’,
which would change everything with regards to our academic outcomes across the
curriculum.’
A Prep teacher recently wrote to us about this issue (www.facebook.com/readaustralia June 14 2015)
" I know benchmarking has to be done and I, like many, are just doing it to tick a box so to speak
– but I cannot keep up with the Running Records!
My kids are moving at least 1 level per week! I have 21 chn in my class and 16 chn have
completed the END OF YEAR Prep Reading Benchmarks for the North Queensland Region (PM7-
PM9).
The 16 chn are Reading PM 7 – PM 14, with the majority on PM 10/11, these chn have just
completed Yellow Code Level this week.
I have 18 out of 21 who reached the Semester 1 Benchmark of a PM 4.
I am very excited for them and where they will go!
We are using the M100 words (school decision) – I have coded every level and my kids also code
these everyday – just 5mins with each child at their level. I have children who have completed the
first 100+ words and say them automatically instead of having to code them – it is just amazing
to see how quickly they can code an unfamiliar word and make the necessary changes to the
speech sounds in a heartbeat so that it is pronounced correctly.
While completing a maths activity today, I noticed that each table was reciting, discussing and
making up their own versions of texts that we have read together in class. As if this wasn’t
enough, they were then reciting it in speech sounds and orally spelling random words from the
texts to each other, all while completing the maths activity – multi-tasking at its best! "
I love where SSP is taking my kids – I can’t wait to see where they are in Term 4
Recent Research - reading for pleasure boosts maths results..
http://www.telegraph.co.uk/education/educationnews/10299763/Reading-for-pleasure-
boosts-pupils-results-in-maths.html
Reading was found to be more important for children’s cognitive development at
secondary school than the influence of their parents.
The combined effect of regular reading, visits to the library and ready access to
11. newspapers at 16 was four times greater than the advantage children gained from having
a well-educated parent with a university degree, it was claimed.
Dr Sullivan added: “It may seem surprising that reading for pleasure would help to
improve children’s maths scores.
“But it is likely that strong reading ability will enable children to absorb and understand
new information and affect their attainment in all subjects.”
Please read and share
this http://pennykittle.net/uploads/images/PDFs/Reports/Reading_pleasure_2006.pdf and
help change our focus.
Recommendations from the International Dyslexia Association place emphasis on the
importance of learning the alphabetic code and the twin processes of blending and
segmenting as the basis of learning to read. They do not support programs, therefore,
that follow a whole language or ‘balanced literacy’ approach, which place emphasis on
the three cueing system and guessing from context as acceptable strategies for identifying
words. Examples of programs that follow a whole language or ‘balanced literacy’
approach include but are not limited to programs such as Reading Recovery and the
literacy approaches developed by Fountas and Pinnell, including Levelled Literacy
Intervention and Guided Reading.
The Learning Difficulties Australia (LDA) recently released a clear statement in this
regard.
https://www.ldaustralia.org/client/documents/LDA%20Position%20Statement%20on%20Reading%20Instr
uction%20%20May%202015.pdf
As shown in the LDA document, Dr
Louisa Moats recommends that a
Speech to Print approach should be
taken, and not a Print to Speech
Approach.
Disappointingly, many phonics based
programs take a print to speech
approach, which then leads to them
also expecting children to memorise
whole words eg using ‘sight word flashcards’.
Using a Speech to Print approach all but two words in the whole of the English language
are ‘coded’ i.e. the students can link speech sounds with their representations on paper.
12. See the SSP Spelling Cloud keyring (a world first)
https://www.youtube.com/watch?v=FW3uU27oGxk
13.
14. Published By: The Thomas B. Fordham Foundation
Regular readers of this foundation's publications and web site know we believe strongly that
schools should utilize "best practices" that are supported by scientific research. Three things are
clear about early reading:
• Millions of children are needlessly classified as "disabled" when, in fact, their main
problem is that nobody taught them to read when they were five and six years old.
• We know what works for nearly all children when it comes to imparting basic reading
skills to them.
• We also know what doesn't work for most children. It's called "whole language."
Louisa Moats, has been a project director of the National Institute of Child Health and Human
Development (NICHD) Early Interventions Project in Washington, DC, a multiyear study of early
reading instruction. She is one of the world's leading voices for the application of reading research
in teacher preparation and classroom instruction. Louisa Cook Moats describes the whole-
language approach; shows why it doesn't work and how it has been disproven by careful research;
and explains why it nonetheless persists in practice and what should be done about that.
http://www.ldonline.org/article/6394/
The PM Reader and Benchmarking systems, Three Cueing System and an idea of ‘Levelled
Readers’ all comes under the heading of ‘whole language’.
I created ‘Read Australia' after moving to Australia from the UK, where I
was an OFSTED (Office for Standards in Education) Inspector, responsible
for reporting on standards and making recommendations for
improvement. The UK government was already bringing about change,
following the Rose Report.
The Independent review of the teaching of early reading presents an interpretation of the evidence
that Sir Jim Rose and his team of five advisors collected during their review of early reading and
systematic phonics. The review addressed five aspects. The first aspect is the most significant:
“what best practice should be expected in the teaching of early reading and systematic
phonics” (p. 1), because the other four aspects which cover the development of national curricula;
children with literacy difficulties; leadership and management; and value for money, are all
influenced by aspect one.
I soon realised that almost half of Australians were functionally illiterate (see ABS) and that
teachers were not being given the support, training and resources needed to bring about dramatic
change. I expected that changes were being made as a result of the National Inquiry, but (ten
years later) little has changed, and far too many Australian students are still not getting what
15. they need, and deserve.
So 'Read Australia' speaks for itself- let's get the whole of Australia not only ABLE to read but
also choosing to read, for pleasure.
SSP Trainers deliver PD in-house and via Skype, however teachers can follow the SSP program
without training.
Prior to inspecting education standards in the UK I had a long and varied career, teaching
children to read and spell before they started 'big school', advising schools about positive
behaviour management, and helping disengaged, delinquent teenage boys get back on track after
being in trouble with the police. The fact that none of them could read or
write only increased my interest in 'the reading brain'. Why do so many
students struggle to learn to read and spell, and so many never achieve this
even after ten years in school?
I have a 100% success rate i.e. have successfully taught every single student
I have ever worked with. I would now challenge anyone in the world to teach any child to read
and spell more quickly and easily. ‘I am The Reading Whisperer.’!
I chose Dyslexia, Behaviour Modification and PSDE (Personal, Social and Emotional Difficulties) to
16. study at Masters Degree level at Nottingham University and graduated with a Master of Special
Educational Needs.
Rather than attempting to teach every student who is struggling to learn to read and spell, I
decided to replicate what I do in a 'program' type structure that not only incorporates the 'what is
needed' but my unique style of 'how'. Learning is meaningful, code cracking becomes part of story
that the students become emotional invested in. I use an approach that literally 'wires brains' for
learning, and ignites a passion for learning and an intrinsic desire in students to be their best self.
The reason for using SSP is not just to ensure that no child enters Year 2 still learning to read, but
that no child enters without a love of reading.' Reading for pleasure, reading to learn' becomes the
norm.
The 'Wiring Brains' approach revolves around a child
centred 'Piagetian' style that builds the curriculum
around the child rather than expect the child to adapt
to the curriculum, and where the learning
environment becomes powerful with the teacher more
of a 'Conductor' who facilitate optimum learning
conditions.
It really is 'Visible Learning' (see John Hattie's research findings) in action. A fun, fully
differentiated, stimulating approach that values individuals, and values the journey more than the
end product. As you will realise after seeing SSP in action however (the literacy element of Wiring
Brains) end results/ data are outstanding, in any socio economic area.
So how can you access the SSP Program as a parent, tutor or classroom teacher, with students of
any age? How can you start focusing on the Phase 2 routine which quickly moves students from
code mapping speech sounds and their representations on paper, to being code mappers who do
this with fluency and comprehension, and can write (with correct spelling, grammar and
punctuation) as quickly as they can talk? Start at www.WiringBrains.com
An important element of the SSP Approach however is that it is grounded in research rather than
ideology, as discussed. Therefore, students are not given whole language readers (eg PM Readers)
at least until they are coding with fluency and comprehension at the SSP Blue Level i.e. equivalent
to Letters and Sounds Phase 5 (free Government program). The likely-hood of teachers, aides or
parents unwittingly using the three cueing system is therefore dramatically reduced, and students
become independent readers before Grade 2. Readers can be seen at www.SSPReaders.com
17. Wiring Brains (Education) aim to ensure that every school has the resources, support and
knowledge needed to ensure that every child learns to read and spell by the time they are six
years old. Is this farfetched? Not in the UK, where changes have been implemented since their
National Inquiry. Please read the document ‘Reading by Six, How the Best Schools Do It’
https://www.gov.uk/government/publications/reading-by-six-how-the-best-schools-do-it
There is only one thing worse than knowing that almost half of Australians have been deprived of
the ability to not only read, but to be able to read for pleasure. That is putting the next
generation through the same fate.
PM Readers, Benchmarking, Levelled Readers, Running Records and the Three Cueing System
must be removed from Australian classrooms. To hear that some education departments are
mandating that schools use strategies that do not align with the National Inquiry is not only
exclusive (dyslexic students will struggle to learn to read and spell in this way) but it slows down
the process for the majority. It has to stop..
Miss Emma
The Reading Whisperer
www.WiringBrains.com www.ReadAustralia.com
Dyslexia Doctor™ Software